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- 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
- A GROUNDED THEORY OF OVERCOMMITMENT IN UNDERGRADUATE COLLEGE STUDENTS.
- Creator
- Adam, Molly, Bloom, Jennifer L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
- Abstract/Description
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This qualitative grounded theory study created a theory, including a definition, of overcommitment in undergraduate students at a four-year public institution. Although overcommitment has been studied for decades, the concept of overcommitment in undergraduate students has not been thoroughly explored. Undergraduate students can overcommit in a variety of domains, including academics and co-curricular activities. The central research question for this study is, how do full-time undergraduate...
Show moreThis qualitative grounded theory study created a theory, including a definition, of overcommitment in undergraduate students at a four-year public institution. Although overcommitment has been studied for decades, the concept of overcommitment in undergraduate students has not been thoroughly explored. Undergraduate students can overcommit in a variety of domains, including academics and co-curricular activities. The central research question for this study is, how do full-time undergraduate students define overcommitment? Overcommitment has been tied to several mental and physical health issues. With student mental health issues on the rise on college campuses, it is imperative that overcommitment in undergraduate students be explored and defined. This study included 21 undergraduate college student participants, who met the following criteria: (1) enrolled as a full-time undergraduate student; (2) identified by a higher education professional as committed or overcommitted. Data was collected through a demographic survey, as well as, 60-minute semi-structured interviews on Zoom with each student participant. Data were analyzed through three rounds of coding: (1) open coding, (2) axial coding, and (3) selective coding. Three major themes emerged from the analysis of the undergraduate students’ overcommitment definitions: doing too much, lack of basic self-care, and detriments to mental and physical health. After synthesis, it was determined that undergraduate students define overcommitment as “taking on too many commitments to the overall detriment of mental and physical health, due to the lack of basic self-care.” The interview codes were ultimately developed into themes to create the theory of undergraduate student overcommitment as evidenced in the Undergraduate Student Overcommitment Model and answer the remaining research sub-questions about identification, challenges, benefits, and social supports and strategies. The theory explains undergraduate students’ rationale for overcommitting and has six levels: self, family, peers, school, future dreams and goals, and society.
Show less - Date Issued
- 2021
- PURL
- http://purl.flvc.org/fau/fd/FA00013829
- Subject Headings
- Undergraduate college students, Grounded theory, Undergraduates--Mental health
- Format
- Document (PDF)
- Title
- The influence of university student leader’s cognitive and behavioral agility on organizational member commitment.
- Creator
- Adamo, Lauren, Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The focus of this study was to determine if university student leaders’ cognitive and behavioral agility is related to organizational member commitment and if this relationship is moderated by alterable and non-alterable variables. The empirical results from this study are based on the responses of 37 student leaders who occupy leadership positions in organizations and clubs in their respective university. Cognitive agility was measured by the student leader’s use of systems thinking,...
Show moreThe focus of this study was to determine if university student leaders’ cognitive and behavioral agility is related to organizational member commitment and if this relationship is moderated by alterable and non-alterable variables. The empirical results from this study are based on the responses of 37 student leaders who occupy leadership positions in organizations and clubs in their respective university. Cognitive agility was measured by the student leader’s use of systems thinking, reframing, and reflection. Student leader behavioral agility was assessed by a minimum of three organizational members rating the student leader’s use of leader influence actions (transforming, managing, bonding, bridging, and bartering) in carrying out their functions. Organizational member commitment was measured by organization member’s level of commitment with the goals and values of the organization using the Organizational Commitment Questionnaire (OCQ).
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004341, http://purl.flvc.org/fau/fd/FA00004341
- Subject Headings
- Interorganizational relations, Interpersonal communication, Leadership -- Psychological aspects, Management -- Psychological aspects, Organizational behavior, School management and organization
- Format
- Document (PDF)
- Title
- Adult Learners’ Preferred Methods of Learning Preventative Heart Disease Care.
- Creator
- Alavi, Nasim, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this study was to investigate the preferred method of learning about heart disease by adult learners. This research study also investigated if there was a statistically significant difference between race/ethnicity, age, and gender of adult learners and their preferred method of learning preventative heart disease care. This research study further explored the effectiveness of adult education on reducing or preventing serious, life-threatening heart disease, including heart...
Show moreThe purpose of this study was to investigate the preferred method of learning about heart disease by adult learners. This research study also investigated if there was a statistically significant difference between race/ethnicity, age, and gender of adult learners and their preferred method of learning preventative heart disease care. This research study further explored the effectiveness of adult education on reducing or preventing serious, life-threatening heart disease, including heart attack. This research is of significant importance as the adult population and age in many developed countries is increasing. It was anticipated that the study would unearth the effectiveness of various educational methods of providing information to adult learners to inform them how to prevent heart attacks. For this quantitative investigation, participants were limited to students enrolled in at least one college course (three credit hours) at the Florida Atlantic University Boca Raton campus who were 25 years of age or older. During the course of this study, three methods of learning; formal, informal, and non-formal, as well as two delivery methods; online and traditional, were evaluated. Over one third of the study’s participants (35%) preferred to receive healthrelated information via email (35%). This major finding was statistically significant (x² (6) = 82.171; p < .001). Further, statistically significant findings were manifest for study participants for omnibus age grouping and in the 25-35 years of age grouping, for those who were White and Hispanic by ethnic background, and for both females and males participating in this study. The results of this research may assist health department administrators in utilizing varying methods for distributing health information, keeping the preferred knowledge acquisition method of students on college and university campuses especially in mind.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004740, http://purl.flvc.org/fau/fd/FA00004740
- Subject Headings
- Health behavior., Health attitudes., Adult education., Health education., Health--Information services., Medicine, Preventive--Information services.
- Format
- Document (PDF)
- Title
- MILLENNIAL ALUMNI GIVING: MOTIVATIONS FOR DONATING TO THEIR ALMA MATER.
- Creator
- Albritton, Mary E., Bogotch, Ira, Floyd, Deborah L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
Helping through acts of philanthropy is a cultural norm in the United States. People of all generations give to a variety of causes, including their alma maters. Research shows that millennials had positive experiences at their institutions and want to stay engaged. However, they are more likely to donate to their favorite cause than their alma mater. This study investigates what motivates the millennial generation to give to their undergraduate alma mater. Building on existing work targeted...
Show moreHelping through acts of philanthropy is a cultural norm in the United States. People of all generations give to a variety of causes, including their alma maters. Research shows that millennials had positive experiences at their institutions and want to stay engaged. However, they are more likely to donate to their favorite cause than their alma mater. This study investigates what motivates the millennial generation to give to their undergraduate alma mater. Building on existing work targeted at giving, it asks: To what extent does personal experience affect millennials giving to their alma mater before graduation, during the process of graduation, and after graduation? Based on the review of literature on generational giving, and the theory of planned behavior, a survey was distributed targeting millennials who met the following two criteria: 1) born between 1980–2000, and 2) graduated with an undergraduate degree between 2005 and 2015. A secondary analysis of data was employed to correlate the findings from the close-ended survey and examine the giving trends among millennials and how those trends vary among the other three giving generations: mature/silents, baby boomers, and Generation X.
Show less - Date Issued
- 2020
- PURL
- http://purl.flvc.org/fau/fd/FA00013444
- Subject Headings
- Millennials (Generation Y), Generation Y, Alumni and alumnae, Philanthropy and education
- Format
- Document (PDF)
- Title
- An Investigation of Kindergarten Teachers’ Attitudes, Knowledge, and Reported Practices Regarding Teacher Leadership in the State of Kuwait.
- Creator
- Aleisa, Bashayer, Bogotch, Ira, Barakat, Maysaa, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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This study aimed to investigate the attitudes, knowledge, and practices of Kuwaiti kindergarten teachers regarding their leadership roles in the classroom and schools within the State of Kuwait. This study was conducted using a mixed methods research design whereby both quantitative and qualitative data were collected and analyzed simultaneously. The qualitative sample included 56 kindergarten teachers and twelve heads of departments selected from 12 kindergarten schools from all six school...
Show moreThis study aimed to investigate the attitudes, knowledge, and practices of Kuwaiti kindergarten teachers regarding their leadership roles in the classroom and schools within the State of Kuwait. This study was conducted using a mixed methods research design whereby both quantitative and qualitative data were collected and analyzed simultaneously. The qualitative sample included 56 kindergarten teachers and twelve heads of departments selected from 12 kindergarten schools from all six school districts in the State of Kuwait. The quantitative sample included 560 volunteer participants who completed a survey that measures teachers’ values, practices, and their perspectives on school culture regarding teacher leadership. ANOVA was used to analyze the differences among school district location, years of teaching experience, and teacher’s education level. The findings suggested that there were no statistically significant correlations among teachers’ beliefs regarding teacher leadership and school location, years of experience, and education level. Also, there were no statistically significant correlations between teacher leadership practices and school location, years of experience, and education level. There were significant correlations between school climate conducive to teacher leadership and years of experience, without school location and education level. Moreover, the concept of teacher leadership was ambiguous in Kuwaiti kindergarten schools. There were some indications of opportunity for teacher leadership roles, but those roles were not considered effective by participants. Teacher participants believe that their roles are restricted, and this perspective was supported in part by the heads of department. Teachers enumerated some hindrances to teacher leadership, such as instability of ministry supervisors’ decisions; top-down, unilateral decision-making; and school administrations’ tight control of teachers’ roles to the level of organizing and running classrooms. Broader implementation of Kuwaiti school restructuring efforts employing a distributed leadership model among formal and informal leadership roles and positions is recommended to help improve quality of education, the teaching profession, and school reform. In the end, the most significant benefit would be gained by students.
Show less - Date Issued
- 2018
- PURL
- http://purl.flvc.org/fau/fd/FA00013167
- Subject Headings
- Kindergarten teachers, Kuwait, Educational leadership
- Format
- Document (PDF)
- Title
- The Impact of Shifting Funding Levels on The Institutional Effectiveness of Historically Black Colleges and Universities.
- Creator
- Alfred, Anelle Shanna Jayd, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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While there exists extensive research on the historical development of Historically Black Colleges and Universities (HBCUs) in the United States, there is limited research focused on the current development of HBCUs in terms of institutional effectiveness and strategic planning. This gap in the research is particularly relevant in the midst of shifts in state funding that have occurred over the past decade. This research study is designed to move further towards filling this research gap by...
Show moreWhile there exists extensive research on the historical development of Historically Black Colleges and Universities (HBCUs) in the United States, there is limited research focused on the current development of HBCUs in terms of institutional effectiveness and strategic planning. This gap in the research is particularly relevant in the midst of shifts in state funding that have occurred over the past decade. This research study is designed to move further towards filling this research gap by determinations through the examination of: (1) the interplay of fiscal issues and institutional effectiveness in relation to the historic mission, strategic efforts, and state mandates within the context of HBCUs; (2) the perceived institutional effectiveness of HBCUs by key internal and external stakeholders; and (3) the alignment of HBCU mission statements with mandated metrics of institutional effectiveness. Using a qualitative research design, an exploratory multisite case study was employed across two institutions. Nine key HBCU stakeholders such as the Presidents and the Vice Presidents of Academic Affairs, Student Affairs, Financial Affairs, and Alumni Affairs were interviewed to gain their perspectives on institutional effectiveness in relationship to shifting funding, heightened accountability, planned strategies to address these issues, and how these issues directly impact institutional effectiveness at HBCUs. Interviewee perspectives of shifts in funding were examined using a researcher-developed conceptual framework. In addition to conducting interviews, the researcher engaged in document review of relevant university documents, as well as a review of funding patterns of state allocations retrieved from the Integrated Postsecondary Education Data System (IPEDS). Data from the three sources were triangulated and a two-layered coding strategy was used for further analysis. Findings from this data analysis were then used to address the five research questions presented in this study. The findings revealed that fluctuating shifts in state allocated funding has created a complex environment for HBCUs. Key HBCU administrators held similar perspectives, that in the midst of such a complex environment, emergent institutional response strategies have been put into place to maintain HBCU institutional effectiveness within the context of the historic HBCU mission.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004562, http://purl.flvc.org/fau/fd/FA00004562
- Subject Headings
- Strategic planning., African American colleges and universities--Finance., African American colleges and universities--Administration., African American colleges and universities--History--21st century., African Americans--Education (Higher)
- Format
- Document (PDF)
- Title
- SELF-DIRECTED LEARNING READINESS AMONG PREDENTAL STUDENTS AT FLORIDA ATLANTIC UNIVERSITY.
- Creator
- Algahtani, Fahad, Bryan, Valerie, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
Dental school is a four-year, rigorous educational endeavor packed with difficulties and challenges predental students have not experienced during their undergraduate studies. In addition, dental schools demand developing new coping and learning skills to meet the requirements of a student-centered, fast-paced curriculum. In response to these challenges, it is essential to understand and embrace self-directed learning (SDL) skills and attitudes required for predental students to thrive and...
Show moreDental school is a four-year, rigorous educational endeavor packed with difficulties and challenges predental students have not experienced during their undergraduate studies. In addition, dental schools demand developing new coping and learning skills to meet the requirements of a student-centered, fast-paced curriculum. In response to these challenges, it is essential to understand and embrace self-directed learning (SDL) skills and attitudes required for predental students to thrive and succeed during their dental journey (Premkumar et al., 2014). Furthermore, SDL is essential in assisting dental students in filtering the information they need to fulfill their learning needs (Siddiqui et al., 2021). This quantitative cross-sectional descriptive study used an online survey designed by QualtricsXM to evaluate self-directed learning readiness (SDLR) level among predental students at Florida Atlantic University (FAU) and whether their SDLR level would differ based on age, sex, race/ethnicity, college/major, and year of study. A convenience sample of 155 FAU predental students completed Fisher et al.’s (2001) 40-item Self-Directed Learning Readiness Scale for Nursing Education (SDLRSNE) and seven demographic questions. Descriptive and inferential statistics were conducted to analyze and answer the six research questions and corresponding hypotheses. The results showed a positive attitude of FAU predental students toward SDL as total SDLR scores ranged from 119 to 179, with a mean of 151.33. Moreover, there was a statistically significant difference in SDLR level among participants based on age, race, and year of study. Contrastingly, there was no statistically significant difference in SDLR level among participants based on sex, ethnicity, and academic major. The college variable was not investigated as all participants were enrolled in the Charles E. Schmidt College of Science.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014122
- Subject Headings
- Self-directed learning, Self-managed learning, College students, Florida Atlantic University
- Format
- Document (PDF)
- Title
- SPIRITUALITY EMPOWERS BLACK LEADERSHIP: A PHENOMENOLOGICAL STUDY OF BLACK MEN STUDENTS’ LEADERSHIP AND SPIRITUALITY.
- Creator
- Allen Jr., Keven, Salinas Jr., Cristobal, Floyd, Deborah L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
- Abstract/Description
-
In this qualitative study, spirituality, and leadership among 15 Black collegiate men enrolled at higher education institutions were examined. The purpose of this phenomenological study was to describe and explore the essence of spirituality within the lived experiences of undergraduate Black men student leaders. The objective was to understand the intersection of spirituality and leadership within Black men, and how it informed their decision making and influenced their career aspirations...
Show moreIn this qualitative study, spirituality, and leadership among 15 Black collegiate men enrolled at higher education institutions were examined. The purpose of this phenomenological study was to describe and explore the essence of spirituality within the lived experiences of undergraduate Black men student leaders. The objective was to understand the intersection of spirituality and leadership within Black men, and how it informed their decision making and influenced their career aspirations post their undergraduate collegiate experience. In this study, spirituality is defined as an “internal process of seeking personal authenticity, genuineness, and wholeness as an aspect of identity development” (Love & Talbot, 1999, p. 364). Guided by descriptive phenomenological methodology, four research questions were asked: (1) What is the meaning of spirituality for Black men student leaders? (2) How do Black men student leaders apply spirituality within their daily leadership practices and behaviors? (3) How do Black men student leaders define the connection between spirituality and leadership development? (4) How does spirituality inform the pathways and career aspirations of Black men student leaders? Four findings emerged as a result of the data analysis: (1) The Spirit and the Struggle: Spirituality Empowers Black Leadership, (2) The Spirit of Black Leadership is Service to Others, (3) Leading from Within: Spirituality is the “Backbone” of Black Men Leadership Identity, and (4) Spirituality Influences Black Men Career Aspirations.
Show less - Date Issued
- 2022
- PURL
- http://purl.flvc.org/fau/fd/FA00013937
- Subject Headings
- Leadership, Men, Black, Spirituality, Higher education
- 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.
Show less - 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
- Experiences and perceptions as expressed by adolescent females at a residential treatment center (RTC).
- Creator
- Allison, Krista D., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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This is a qualitative study examining the experience of students currently enrolled in Steppin' Stone Farm, a residential treatment center in central Florida. In addition to building a more solid foundation of literature in this field, this study investigates at-risk teenage female residents' perceptions of educational experiences within a residential treatment environment. The relationship between formal, informal, and non-informal experiences, preferred learning strategies, and success...
Show moreThis is a qualitative study examining the experience of students currently enrolled in Steppin' Stone Farm, a residential treatment center in central Florida. In addition to building a more solid foundation of literature in this field, this study investigates at-risk teenage female residents' perceptions of educational experiences within a residential treatment environment. The relationship between formal, informal, and non-informal experiences, preferred learning strategies, and success patterns were explored. This phenomenological study utilized a lens of critical theory to understand the meaning of girls' educational experiences at a residential treatment center. The design includes studying 16 girls' formal, non-formal, and informal educational experiences as well as utilizing the Assessing the Learning Strategies of AdultS (ATLAS) tool to assess learning strategy preference. Results of the study determined student preceptions regarding various educational environments and learning strategies at a residential treatment center. Analysis of interviews and data collected led to many significant findings. Additionally, this study enhances knowledge in the field of residential treatment and has implications for those seeking residential treatment, working in residential treatment, and educators. Research in this field often focuses on outcome and effectiveness literature. This study provides insightful information incorporating the voice of students into the research.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3358278
- Subject Headings
- Adolescent psychotherapy, Residential treatment, Residential treatment, Evaluation
- 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
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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
- A DESCRIPTIVE STUDY OF THE SELF-CONCEPTS OF SELECTED URBAN GERIATRIC POPULATIONS.
- Creator
- ANDERSON, CHRISTINE ELEANOR, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
An investigation was made of the relationship between personal factors of selected urban geriatric populations in Dade and Broward Counties, Florida and t he self concepts of the subjects as measured by scores on the Tennessee Self Concept Scale. Subjects under study were one hundred fifty-nine men and women volunteers over the age of sixty who were participants at the eight Senior Centers of Dade County, Ida Fisher Junior High's Community School, or Broward Community College's Services for...
Show moreAn investigation was made of the relationship between personal factors of selected urban geriatric populations in Dade and Broward Counties, Florida and t he self concepts of the subjects as measured by scores on the Tennessee Self Concept Scale. Subjects under study were one hundred fifty-nine men and women volunteers over the age of sixty who were participants at the eight Senior Centers of Dade County, Ida Fisher Junior High's Community School, or Broward Community College's Services for the Elderly Program. The instrument used to obtain the personal factors information (senior center, birthplace, ethnic group, sex, marital status, age, religious preferernce, number of children, income, former occupation, education) was a questionnaire devised by the investigator consisting of nineteen questions. The self concept assessments were obtained by using the Tennessee Self Concept Scale. The self concept scores which were used in this study were Total Positive, Self Criticism, Physical Self, Moral-Ethical Self, Personal Self, Family Self, and Social Self. The responses on the Tennessee Self Concept Scale and questionnaire were compared using a univariate analysis of variance for each personal factor as compared with each of the seven scores on the Tennessee Self Concept Scale for each subject. The results of this comparison were in terms of an F-test of analysis of variance, and the results were considered significant if they exceeded the .05 level. Additionally, data were graphed by senior center. Of the eleven personal factors which were investigated, six bore some significant relationship (at the .05 level) to one or more self concept scores of the subjects under investigation. These factors were senior center, sex, birthplace, educational level, ethnic group, and religious preference. When the data were graphed by senior center, it was found that Claude Pepper, Edison Courts, James Scott, Metropolitan, Smathers, and Ida Fisher senior centers had a similar Tennessee Self Concept Scale profile and similarities in the personal factors of birthplace, ethnic group, sex, marital status, religious preference, number of children, income, and education. Myers, Jollivette, and Malcolm Ross Senior Centers had similar Tennessee Self Concept Scale profiles and similarities in the personal factors of sex, marital status, number of children, income, and education. Broward Community College's Services for the Elderly Center had a unique profile and was exceptional in that its attendants had been professionals and had attended graduate school.
Show less - Date Issued
- 1976
- PURL
- http://purl.flvc.org/fcla/dt/11671
- Subject Headings
- Education, Curriculum and Instruction
- Format
- Document (PDF)
- Title
- Reliability and validation study of the online instinctual variant questionnaire.
- Creator
- Andre, Sherry, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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Leaders often manage both chaos and diversity. We can improve our leadership effectiveness by better understanding our motives and behaviors, and those of our followers. A potential tool for leadership development is the Instinctual Variant Questionnaire (IVQ). Based on Enneagram theory (pronounced “ANY-a-gram”), this online instrument is designed to assist users in identifying how three behavioral drives, or variants, may be helping or hindering their dispositions. Each reside in us, but one...
Show moreLeaders often manage both chaos and diversity. We can improve our leadership effectiveness by better understanding our motives and behaviors, and those of our followers. A potential tool for leadership development is the Instinctual Variant Questionnaire (IVQ). Based on Enneagram theory (pronounced “ANY-a-gram”), this online instrument is designed to assist users in identifying how three behavioral drives, or variants, may be helping or hindering their dispositions. Each reside in us, but one typically dominates, one supports, and one tends to impede our behaviors and motives. Through an understanding of one’s variants and order of preference, it is possible to increase self-awareness of our motives and behaviors. While the IVQ proposes to measure one’s preferred order of variants, no formal test of reliability and/or validity was found published prior to this study. The purpose of this study was to test the reliability and criterion-related validity of the IVQ. Reliability was tested using Cronbach’s alpha.Results indicated alpha values between .82 and .85 for the three variants measured,suggesting internal reliability.Validity was tested using data collected from a 120-person sample. The instrument’s results were compared to self-reported primary variant types obtained from those who had a high confidence level in accurately identifying their most dominant type. The IVQ was found to be a strong predictor of the three self-reported variant types. Three binary logistic regression models were run. Omnibus tests were significant for all three models at the p < .001 level (self-preservation chi-square statistic = 82.57, social chi-square statistic = 56.47, and sexual chi-square statistic = 51.77). A multinomial regression model, using self-reported dominant types as the dependent variable and IVQ scores as the independent variable, confirmed predictability of the IVQ. When z-scores were obtained based on the classification hit-rates from all four independent models, classification accuracy was found to be a significant improvement over guessing. Further analysis also suggested age, gender, marital status, education level, or number of years spent studying the Enneagram do not factor into IVQ results. Support for the IVQ to beused as a tool by leaders to better understand themselves and their followers is presented.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004075, http://purl.flvc.org/fau/fd/FA00004075
- Subject Headings
- Communication in education, Educational leadership, Enneagram, Motivation in education, Performance, Personality development
- Format
- Document (PDF)
- Title
- Community College Baccalaureate Transitions in Florida: Student Affairs' Perspectives.
- Creator
- Antczak, Laura, Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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Many changes are occurring in community colleges offering baccalaureate degrees across the nation, especially in the state of Florida where 24 of 28 colleges in the Florida College System are offering baccalaureate degrees. The impact of these institutions shifting their missions from associate to baccalaureate degree offerings is unknown on a key area of the college - Student Affairs. The purpose of this study was to describe and document the perceived changes in and lessons learned about...
Show moreMany changes are occurring in community colleges offering baccalaureate degrees across the nation, especially in the state of Florida where 24 of 28 colleges in the Florida College System are offering baccalaureate degrees. The impact of these institutions shifting their missions from associate to baccalaureate degree offerings is unknown on a key area of the college - Student Affairs. The purpose of this study was to describe and document the perceived changes in and lessons learned about Student Affairs programs at two large, multi-campus colleges in the Florida College System offering Bachelor of Applied Science (BAS) and Bachelor of Science (BS) programs. The primary sources of data collected for this study were from 27 interviews with college administrators and staff and from 22 documents. District and campus-based administrators were selected based on their influence over, or knowledge of, Student Affairs programming at all degree levels and/or specifically at the baccalaureate degree level. Professional and support staff members were selected based on their direct involvement with the delivery or support of Student Affairs programs for baccalaureate students. The five major findings, based on a cross-case analysis, were (a) a focus on operations, (b) struggling with philosophical directions, (c) changes occurring in personnel and operational processes, (d) no change in several areas, and (e) lessons learned in cultural shift. This study concluded that the 2+2 admissions model is confusing to students, and it does not always allow for seamless financial aid coverage, which may be creating "leakages" in the community college baccalaureate (CCB) student success pipeline. Additional staff and resources are needed in the areas of admissions, recruitment, and advising. Several new and/or revised operational processes took place in the areas of admissions, recruitment, registration and records, and financial aid. Although student development theories still are seen as an important foundation of Student Affairs work, each college was struggling with their philosophical directions as a CCB institution. Finally, a majority of participants expressed a resistance to the change of becoming a CCB institution, not understanding if they still were a community college or if they were moving closer to becoming a 4-year university.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004476
- Subject Headings
- College personnell management, Community colleges -- Florida -- Administration, Community colleges -- Florida -- Administration, Degrees, Academic -- Florida, Education, Higher -- Aims and objectives, Student affairs services, Universities and colleges -- Florida -- Administration
- Format
- Document (PDF)
- Title
- Managed Discourse: Legitimizing Principal Identity and Agency.
- Creator
- Arellano, Matias, Mountford, Meredith L., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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Given the demands of the era of accountability and standardization, the purpose of this study was to explore how educational leaders construct their identity and agency. The study utilized overlapping post-structural and critical theoretical frameworks on identity and agency to analyze how high school principals interpret and enact comprehensive school reform rhetoric and their state’s educational leadership standards. In addition to several cycles of coding, a critical discourse analysis was...
Show moreGiven the demands of the era of accountability and standardization, the purpose of this study was to explore how educational leaders construct their identity and agency. The study utilized overlapping post-structural and critical theoretical frameworks on identity and agency to analyze how high school principals interpret and enact comprehensive school reform rhetoric and their state’s educational leadership standards. In addition to several cycles of coding, a critical discourse analysis was performed with the input of the participants’ high schools in order to further analyze the form and function of discourses, socially situated meanings, and ideologies that constitute being an educational leader and doing the work of an educational leader. The findings from the study revealed that the high school principals discursively construct their professional identity and agency by engaging in discourses and social practices related to managing the personnel, numerical data, and external expectations of the organization. As a result, the participants use the comprehensive school reform rhetoric as a way to legitimize and rationalize their duty as educators. The socially situated meaning attributed to the state’s educational leadership standards is not as clear, with the participants dismissing their value for a lack of context. In interpreting and enacting the school reform policy mandates set forth by the district and the state, principals conserve a corporatized model of school leadership that borrows much of its neoliberal language from the business sphere. The principals are positioned as mid-level managers, confirming Foster’s (2004) description of the contemporary school leader who is preoccupied with controlling the numeracy, information systems, and language of the organization. Future research should focus on performing critical discourse analysis studies with the upper levels of management, including, but not limited to, the central office and the office of the superintendent, as a way of exploring a more transcendent meaning of schooling and school leadership that focuses on human development. This study has the potential to provide leadership preparation programs and policymakers significant insight into the problems, paradoxes, and possibilities of school reform rhetoric and its impact on local school leaders.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004657, http://purl.flvc.org/fau/fd/FA00004657
- Subject Headings
- Critical pedagogy, Discourse analysis, Education -- Research -- Methodology, Educational leadership, High school principals, Identity (Psychology)
- Format
- Document (PDF)
- Title
- Preparing Florida faculty to teach online.
- Creator
- Arsht, Stephanie., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this case study was to describe and further understand how faculty are being prepared and developed to teach web-based courses at a college in Florida. The study examined practices used by the college in preparing their faculty to teach online. Faculty preparation and development were defined as any activity which expands knowledge about how to teach web-based courses. Broward College was chosen as the site of study. Utilizing the qualitative case study approach, the researcher...
Show moreThe purpose of this case study was to describe and further understand how faculty are being prepared and developed to teach web-based courses at a college in Florida. The study examined practices used by the college in preparing their faculty to teach online. Faculty preparation and development were defined as any activity which expands knowledge about how to teach web-based courses. Broward College was chosen as the site of study. Utilizing the qualitative case study approach, the researcher collected and analyzed data during the Fall 2009 academic semester. Data collection methods included interviews, observations of faculty development workshops as well as online classrooms, and document analysis. The study revealed Broward College's method of preparing faculty to teach online. Faculty are prepared to teach online through the Instructional Technology Department. This method focuses heavily on professional development workshops that directly correlate with the types of online classes offered at the college. Faculty are also prepared to teach online through the use of consultants, known as e-associates, as well as other follow-up support. This was an educational leadership study that focused on preparing faculty to teach online. Florida's community colleges are becoming baccalaureate degree-granting colleges, and as enrollments increase, so will the demand for online classes. In turn, college faculty need to be prepared to teach online. This study emphasizes the importance of leadership, administration, and support needed in order to successfully prepare faculty to teach online.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3166833
- Subject Headings
- Educational leadership, Study and teaching (Graduate), Education, Higher, Computer-assisted instruction, College teachers, In-service training, Effective teaching, Internet in education, Distance education
- Format
- Document (PDF)
- Title
- Predicting hospital readmissions in patients with diabetes: the importance of diabetes education and other factors.
- Creator
- Asper, Darwin E., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The objective of this study was to determine whether 11 independent variables or combinations of variables help to predict a diabetes-related hospital readmission for patients with diabetes within 60 days from discharge. The variables were categorized into four main groups: (a) patient characteristics, (b) lifestyle, (c) biomarkers, and (d) disease management aspects. A convenience sample of 389 historical medical records of patients who were admitted to a rural hospital in northeastern North...
Show moreThe objective of this study was to determine whether 11 independent variables or combinations of variables help to predict a diabetes-related hospital readmission for patients with diabetes within 60 days from discharge. The variables were categorized into four main groups: (a) patient characteristics, (b) lifestyle, (c) biomarkers, and (d) disease management aspects. A convenience sample of 389 historical medical records of patients who were admitted to a rural hospital in northeastern North Carolina with a diagnosis of, or relating to, diabetes was studied. After comparing predictive discriminant analysis (PDA) and logistic regression (LR), PDA performed better and was chosen to analyze a convenience sample of patients admitted to the hospital for a diabetes-related diagnosis from January, 2004 to December, 2006. The best overall subset accurately classified 27 cases with six predictors that included (a) systolic blood pressure, (b) smoking status, (c) blood glucose range, (d) ethnicity, (e) diabetes education, and (f) diastolic blood pressure. In an effort to simplify the prediction process, the subsets of two predictors were examined. The results of the analysis returned four subsets of 2-predictor variable combinations that correctly classified cases for readmission. Each of the four subsets has two predictors that are statistically and practically significant for predicting readmissions for a diabetes-related problem within fewer than 60 days. These combinations are the predictor subsets of (a) smoking status and being treated by a specialist or non-specialist physician, (b) a religious affiliation or a lack thereof and smoking status, (c) gender and smoking status, and (d) smoking status and ethnicity.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/221947
- Subject Headings
- Outcome assessment (Medical care), Methodology, Medical care, Evaluation, Health services accessibility, Management, Patient education
- Format
- Document (PDF)
- Title
- Digital Edification: An Analysis of Technology Readiness and Concept of Ability in the School District of Palm Beach County K-12 School Leaders.
- Creator
- Atwell, David Christopher, Wang, Victor, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this research study was to determine K-12 school leaders' concepts of ability and technology readiness. The Theories of Intelligence Scale (TIS) was used to analyze concepts of ability and the Technology Readiness Index (TRI) 2.0 was used to analyze the technology readiness of K-12 school leaders. Data from the two instruments were used to determine if there was any relationship between K-12 school leaders' concept of ability and technology readiness. This analysis filled a...
Show moreThe purpose of this research study was to determine K-12 school leaders' concepts of ability and technology readiness. The Theories of Intelligence Scale (TIS) was used to analyze concepts of ability and the Technology Readiness Index (TRI) 2.0 was used to analyze the technology readiness of K-12 school leaders. Data from the two instruments were used to determine if there was any relationship between K-12 school leaders' concept of ability and technology readiness. This analysis filled a blank spot in the research contributing to the literature on leadership, Mindset Theory (Dweck, 2006; Dweck, Chiu, & Hong, 1995), and Technology Readiness (Lin & Hsieh, 2012; Parasuraman, 2000). Furthermore it helped to determine the state of K-12 school leaders' status as 21st century leaders. The sample consisted of the school leaders of School District of Palm Beach County (SDPBC). This included 158 principals from 104 elementary, 31 middle, and 23 high schools. The researcher was a school district employee and therefore had access to the participants. Each of the four null hypotheses were rejected as SDPBC school leaders scored significantly higher on the TIS (p < .05) and TRI 2.0 (p < .01), there was a significant (p < .0125) positive relationship between TIS and the TRI 2.0, and that relationship was affected (p < .05) by gender, race, and experience.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004479, http://purl.flvc.org/fau/fd/FA00004479
- Subject Headings
- Blended learning, Educational technology, Effective teaching, Leadership in education, Metacognition, Teachers, Training of, Web based instruction
- Format
- Document (PDF)
- Title
- An Examination of Academic Performance of Haitian- Creole- and Spanish-Speaking English Language Learners Based on the Number of Years in the ELL program.
- Creator
- Augustin, Ducarmel S., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The primary purpose of the study was to examine the relationship between Haitian-Creole and Spanish-speaking English Language Learners students’ number of years in the ELL program and their academic achievement as indicated by performance on the third-grade Florida Comprehensive Achievement Test Reading. This study also sought to determine if elementary school size (total student population), ELL student count (total number of ELL students in a school), school socioeconomic status (percentage...
Show moreThe primary purpose of the study was to examine the relationship between Haitian-Creole and Spanish-speaking English Language Learners students’ number of years in the ELL program and their academic achievement as indicated by performance on the third-grade Florida Comprehensive Achievement Test Reading. This study also sought to determine if elementary school size (total student population), ELL student count (total number of ELL students in a school), school socioeconomic status (percentage of free and reduced lunch), student gender, and student home language (Haitian-Creole and Spanish), individual SES, and individual Idea Proficiency Test moderate the relationship. The study included data analysis using quantitative methods for the 141 elementary schools in school district. A bivariate correlation of the Pearson Correlation value (r = -.021, p > .05) was used to test the relationship between the number of years in the ELL program and achievement results for third-grade student FCAT Reading proficiency and the moderator variables (elementary school size, ELL student count, school SES, student gender, student home language, individual SES, and IPT individual score). Later, a multiple regression was used to test the moderation hypotheses. The study found that the degree of relationship between the number of years students are in the ELL program and FCAT scores of Haitian-Creole- and Spanishspeaking English Language Learner students is higher as SES increases. As SES decreases, so does the relationship. Of the 1,204 records reviewed, 423 were classified as Haitian-Creole-speaking students versus 782 classified as Spanish-speaking students. Only 16% of the students scored a level 3-5 (passed as proficient) as opposed to 84% who scored a level 1-2 (non-proficient). The study reveals a need for further research to investigate the impact that ELLs’ SES as well as the school’s SES has on the school’s achievement.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004654, http://purl.flvc.org/fau/fd/FA00004654
- Subject Headings
- English language -- Study and teaching -- Foreign speakers, School improvement programs -- Florida, Second language acquisition
- Format
- Document (PDF)