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- Title
- The Impact of Undergraduate Research Participation on Research Self-Efficacy.
- Creator
- Baker, Tracy N., DeDonno, Michael, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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Current literature confirms that self-efficacy, academic self-concept, and participation in undergraduate research influence the academic performance and aspirations of students. However, a gap in the literature remains as research has yet to explore whether students who have participated in research have a higher sense of research self-efficacy and academic self-concept than students who have not participated in these activities. In addition, it is unknown whether undergraduate researchers...
Show moreCurrent literature confirms that self-efficacy, academic self-concept, and participation in undergraduate research influence the academic performance and aspirations of students. However, a gap in the literature remains as research has yet to explore whether students who have participated in research have a higher sense of research self-efficacy and academic self-concept than students who have not participated in these activities. In addition, it is unknown whether undergraduate researchers pursuing STEM degrees differ from students pursuing non-STEM degrees, nor if they vary by gender. The purpose of this study was to investigate the research self-efficacy and academic self-concept of undergraduate researchers, compare these beliefs to nonresearchers, and to examine how these measures differ by gender and field of study (i.e. STEM and non-STEM fields) among undergraduate researchers. Additionally, this research identified various factors that predict research self-efficacy and academic selfconcept. This quantitative study was conducted at a public university located in the Southeast region of the United States. Using survey methods participants’ background information, academic self-concept, and research self-efficacy was collected. Participants were students who had participated in undergraduate research as well as students who had not participated in research activities. Both groups completed the same survey. This study gained insight into the research self-efficacy, academic self-concept, field of study, and gender differences among undergraduate researchers and how they compare to non-researchers. Research findings may assist colleges, universities, and offices that promote undergraduate research in recruiting students to participate in research activities. Findings also contribute to literature supporting undergraduate research as an element that contributes to student success in undergraduate education.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004978, http://purl.flvc.org/fau/fd/FA00004968
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, Undergraduates--Research., Self-efficacy., Academic achievement.
- Format
- Document (PDF)
- Title
- Closing the Loop: Student Leader Perceptions of Their Leadership Development at a State University.
- Creator
- Burke, Katie Gale, Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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Collegiate leadership development opportunities that enhance student’s leadership skills are on the rise. This study sought to understand how students perceive their own leadership development prior to entering college and at an institution that has prioritized leadership development in recent years. Through this single-case study, 51 undergraduate student leaders completed a questionnaire that resulted in a descriptive student leader profile and open-ended responses. From those 51 students,...
Show moreCollegiate leadership development opportunities that enhance student’s leadership skills are on the rise. This study sought to understand how students perceive their own leadership development prior to entering college and at an institution that has prioritized leadership development in recent years. Through this single-case study, 51 undergraduate student leaders completed a questionnaire that resulted in a descriptive student leader profile and open-ended responses. From those 51 students, 14 were a part of focus groups. There were three focus groups in total with four, seven, and three participants respectively. From the 14 participants, five volunteered for individual interviews to identify their perceptions of their leadership development in their own words. The research questions for this study were: What are the inputs and environmental influences that shape college students’ leadership development output from the student perspective; and, how do college students describe and understand their leadership development? The descriptive profile and close-ended responses are reviewed in chapter four and report four major findings. The first finding was “Mom made me do it”: The Influence of Family and Experiences Precollege, and the second finding was The What and Who Behind These Students’ Leadership Development in College: Purposeful Experiences and People. The third finding was The Why Behind These College Students’ Engagement in Leadership Development, which encompassed four themes to describe the reasons these students’ are interested in leadership development: encouragement from others, aspirations, self-development, and motivation to support causes they have grown to want to serve and for which they want to develop. The fourth finding was Soft Skills - Not Clear in the Terminology of These Student Leaders, Clear in Their Behaviors and included ways of defining soft skills and the exemplification of student leaders’ soft skills. Conclusions and recommendations are offered in chapter six including the proposal of a new model, Closing the Loop in College, developed from the pattern of findings that emerged in this study inclusive of reflective meaning making in college as essential for these leaders’ development.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004997, http://purl.flvc.org/fau/fd/FA00004987
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, State universities and colleges., Leadership., College students.
- Format
- Document (PDF)
- Title
- The Wicked Decision Maker: A Collective Case Study of Senior Student Affairs Officers Responding to At-risk Student Retention.
- Creator
- Camp, Aarika C., Watlington, Eliah, Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this collective case study was to discover the decision-making processes used by senior student affairs officers when making wicked decisions related to the retention of specialized, at-risk student populations. Wicked decisions are complex, resistant to resolutions, lead to other problems, and are essentially unique. In this study, decisions related to retention of Black males; students with mental health issues; and lesbian, gay, bisexual, transgender, and queer student...
Show moreThe purpose of this collective case study was to discover the decision-making processes used by senior student affairs officers when making wicked decisions related to the retention of specialized, at-risk student populations. Wicked decisions are complex, resistant to resolutions, lead to other problems, and are essentially unique. In this study, decisions related to retention of Black males; students with mental health issues; and lesbian, gay, bisexual, transgender, and queer student retention fall within the wicked problem category and were the focus of this study. These decisions are usually the responsibility of divisions of student affairs in higher education settings and the senior student affairs officer. Hence, the senior student affairs officer is tasked with making responsible and effective decisions that foster the success of all students. This dissertation focused on the decision-making processes, practices, and procedures student affairs officers use to support the retention of select special populations served in higher education.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004985, http://purl.flvc.org/fau/fd/FA00004975
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, Student affairs administrators., Dropouts--Prevention., Student affairs services--United States--Decision making--Case studies.
- Format
- Document (PDF)
- Title
- Time Orientation and the Ability to Envision the Distant Future of Higher Education in a Community College.
- Creator
- Diaz, Gisela M., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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Although temporal issues affecting organizations and leaders have been researched, time orientation (preference for one or more of the present, past, and future time frames) and visioning ability of change agents within organizations remain open for additional investigation. This exploratory survey study compared self-reported time orientation (TO) and visioning ability ratings of administrators and faculty at a community college. The research added to the extant literature by contextualizing...
Show moreAlthough temporal issues affecting organizations and leaders have been researched, time orientation (preference for one or more of the present, past, and future time frames) and visioning ability of change agents within organizations remain open for additional investigation. This exploratory survey study compared self-reported time orientation (TO) and visioning ability ratings of administrators and faculty at a community college. The research added to the extant literature by contextualizing the measures of the key constructs and extending the research to a novel setting. Scores for all three time frames were assessed in contrast to studies that emphasize future orientation. In addition, TO measures were obtained using an instrument constructed specifically for organizations (Fortunato & Furey, 2009). An adapted version of a visioning ability by Thoms and Blasko (1999) was constructed to address a specified time depth (the distant future) and domains relevant to higher education. Administrators reported significantly higher ratings than faculty on Future TO and visioning ability measures. Future TO scores for faculty were lower in relation to scores on the other two TO scales, but no within-group TO differences were found for administrators. A multiple regression model indicated that Future TO was the best predictor of visioning ability. Faculty teaching in the Associate of Science areas had higher Present TO scores than those teaching in the Associate of Arts programs. TO and visioning ability did not change as a function of gender, age, culture, and years of experience in higher education. The interpretation of the findings was limited by the lack of benchmarks that allow for meaningful comparisons across organizations, and by a continued need to establish construct and predictive validity for the key measures. The research has implications for hiring decisions, for staff development, and for temporal profiling in organizations interested in envisioning the distant future.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00005927
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, Education, Higher, Community colleges--Faculty., Community colleges--Administration., Time perspective., Organizational change.
- Format
- Document (PDF)
- Title
- A Comparative Look at Student and Faculty Perceptions of Professors at a State College.
- Creator
- Duff, Suzanne M., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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Research shows that there is a disconnect between student and faculty perceptions in a range of areas. One area that has not been researched is comparing student and faculty perceptions regarding desirable and undesirable traits in professors. The purpose of this mixed methods study was to identify what students perceive are the most and least desirable qualities in professors, and how those qualities affect their overall college experience. This study also identified what professors thought...
Show moreResearch shows that there is a disconnect between student and faculty perceptions in a range of areas. One area that has not been researched is comparing student and faculty perceptions regarding desirable and undesirable traits in professors. The purpose of this mixed methods study was to identify what students perceive are the most and least desirable qualities in professors, and how those qualities affect their overall college experience. This study also identified what professors thought students perceive as the most and least desirable qualities in professors, and how those qualities affect students’ overall college experience. The findings indicate that the largest disparity in perceptions between students and faculty was faculty perception that students rate them based on class rigor and assigned grades, which were two of the least important qualities according to students. The largest similarity that faculty and students agreed upon is that students desire professors who are knowledgeable, passionate, engaging, and able to connect with students. Both groups also perceive that students do not like professors who are boring and monotone. In addition, students and professors agree that students perceive professors as playing an important role in their lives that affect their ability to learn, the grades they receive, and also impact their overall college experience and trajectory in life. The two groups differed when describing how professors’ undesirable qualities can negatively affect students’ emotions and self-confidence. Faculty and students were in agreement in a variety of areas, but they were disconnected in several areas as well. This is a problem as we move into the future. Cox (2009) said, “the traditional college student is no longer the typical college student” (p. 7), especially when it comes to state and community colleges. Professors would benefit from listening to students instead of assuming that their ratings are untrustworthy and based on how hard or easy the class was or what grade they received. The researcher asserts, along with others in the literature, that expertise in content area is no longer good enough to be an effective educator in higher education. Faculty also need to be experts in understanding students.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004967, http://purl.flvc.org/fau/fd/FA00004957
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, Teacher-student relationships., College teachers., Student evaluation of teachers.
- Format
- Document (PDF)
- Title
- The Influence of Cultural Intelligence (CQ) on Faculty Leadership.
- Creator
- Ellis, Althia, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The study was born out of a deep concern that there have been missed opportunities to apply cultural intelligence to enrich leadership, instruction, and learning. In particular, direct interaction and observation of students from multicultural backgrounds have revealed the value in adjusting one’s mindset to creating a more inclusive learning environment. The purpose of the study was to examine the influence of cultural intelligence on faculty leadership. The problem addressed was the growing...
Show moreThe study was born out of a deep concern that there have been missed opportunities to apply cultural intelligence to enrich leadership, instruction, and learning. In particular, direct interaction and observation of students from multicultural backgrounds have revealed the value in adjusting one’s mindset to creating a more inclusive learning environment. The purpose of the study was to examine the influence of cultural intelligence on faculty leadership. The problem addressed was the growing need for faculty to expand their cultural intelligence to enable them to demonstrate exemplary leadership in 21st century classrooms. The study measured the cultural intelligence of faculty using the Cultural Intelligence Scale (CQS). Faculty members’ leadership was measured using the Leadership Practices Inventory Self (LPI-Self). This quantitative study used associational and survey methods to predict scores and explain associations among variables. Overall, behavioral CQ and cognitive CQ had a greater influence on the following leadership practices: Model the Way, Inspire a Shared Vision, and Challenge the Process. For the private university, behavioral CQ had a greater influence on the following leadership practices: Model the Way and Inspiring a Shared Vision. The public university did not show preference for any of the five leadership practices. For the state college, cognitive CQ had a greater influence on all leadership practices, except for Model the Way. The results of this study confirmed that cultural intelligence significantly influenced leadership practices of faculty members. These findings provide important information for faculty development programs, curriculum development, and hiring practices. An urgent requirement for advancing teaching and learning in today’s higher education classrooms is a keen understanding of the underlying values, beliefs, and perceptions of students. These qualities affect students’ understanding and how they express themselves in the classroom. The decision to give instructional leaders leadership training in cultural intelligence is highly recommended. While faculty members showed preference for certain leadership practices, their preferences might be incorporated to develop a blended leadership style that may be more suitable for today’s diverse academic community. The association found between cultural intelligence and leadership practices confirms the value of faculty development in cultural intelligence.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004974, http://purl.flvc.org/fau/fd/FA00004964
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, Faculty (Education), Leadership., Cultural intelligence.
- Format
- Document (PDF)
- Title
- A Quantitative Analysis of Green-Building Features Incorporated in LEED-Certified Campus Buildings.
- Creator
- Ramdin, Gianna, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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Higher education is an idyllically positioned organization from which meaningful dissemination of knowledge and interdisciplinary research is capable of actuating practices that resource consumption. Paradoxically, the construction, maintenance, and operations of the built environment, including the built campus environment, have contributed to the decline of raw resources and degradation of environmental processes. An opportunity exists to bridge the knowledge gap between the design and...
Show moreHigher education is an idyllically positioned organization from which meaningful dissemination of knowledge and interdisciplinary research is capable of actuating practices that resource consumption. Paradoxically, the construction, maintenance, and operations of the built environment, including the built campus environment, have contributed to the decline of raw resources and degradation of environmental processes. An opportunity exists to bridge the knowledge gap between the design and construction phase and the operations and maintenance phase of the green certified building life cycle, while examining the parts that contributed to the green-certification of the whole building. The purpose of this research was to 1.) identify green-building features and determine their frequency of implementation in new capital (NC) LEED-certified, campus buildings to effectuate operations and maintenance cost savings, indoor wellbeing, and environmental stewardship, and 2.) determine the relationships of greenbuilding feature usage across building, institutional, and LEED characteristics. The study used archival data to document the green efforts of each building with the study’s sample of 195 buildings on the campus of 107 universities and colleges, in the United States, between 2007 and 2017. The study’s findings indicated that the public institutions earned the LEED certification more often than private institutions and the sample was void of two-year community colleges. The sample was restricted for green-building features that (a) reduce economic cost, (b) improve indoor wellbeing, and (c) increase environmental stewardship. The results and implications are discussed.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00005930
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, Sustainable buildings., Education, Higher., Leadership in Energy and Environmental Design Green Building Rating System., Quantitative research.
- Format
- Document (PDF)
- Title
- Communicative Leadership During Organizational Change: A Case Study of a New University President’s Change-Initiative Team.
- Creator
- Sacks, Emily Alice, Shockley, Robert, Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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As the economy continues to struggle in its recovery from the recent recession, higher education institutions have been hard-hit, affecting stakeholders at all levels, including boards of trustees, students, faculty, and the surrounding communities. In the middle of the turmoil and period of change are the presidents, needing to answer to board members as well as other institutional stakeholders, while still maintaining a balance of organizational consistency and change. Nearly all...
Show moreAs the economy continues to struggle in its recovery from the recent recession, higher education institutions have been hard-hit, affecting stakeholders at all levels, including boards of trustees, students, faculty, and the surrounding communities. In the middle of the turmoil and period of change are the presidents, needing to answer to board members as well as other institutional stakeholders, while still maintaining a balance of organizational consistency and change. Nearly all organizational change literature incorporates interpersonal communication as an integral component in effective change efforts; therefore, the constantly changing higher education landscape necessitates presidents who are skilled in communicative leadership, of which interpersonal skills are a cornerstone. Although all presidents need these skill sets, this study examines only a newly appointed president and one of his change-initiative teams to capture the dynamic environment surrounding new administration.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004999, http://purl.flvc.org/fau/fd/FA00004989
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, Organizational change--Case studies., Organizational change--Education (Higher)., Interpersonal communication., College presidents.
- Format
- Document (PDF)
- Title
- African-American Leaders in the Field of Science: A Template for Overcoming Obstacles.
- Creator
- Schmidt, Waweise J., 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 phenomenological multi-case study and three-person interview, was to discover what select prominent African-American scientists perceived were obstacles to overcome to be successful leaders in their professional lives, and the opportunities that aided in their professional growth. Through the addition of the threeperson interview, the researcher discovered commonalities between the perceived obstacles and opportunities of current science, technology, engineering and...
Show moreThe purpose of this phenomenological multi-case study and three-person interview, was to discover what select prominent African-American scientists perceived were obstacles to overcome to be successful leaders in their professional lives, and the opportunities that aided in their professional growth. Through the addition of the threeperson interview, the researcher discovered commonalities between the perceived obstacles and opportunities of current science, technology, engineering and mathematics (STEM) professionals and the perceptions of selected historically prominent scientists. This study examined documents of the period and relics of prominent African- Americans who were in STEM fields and lived from 1860 to 1968. A description of the setting that influenced how the scientists perceived the phenomenon was written with the approach being anchored in the social constructivist tradition. Commonalities emerged through coding experiences of the individuals, which yielded patterns to help explain the phenomenon. By investigating their perceptions, insight was gained into understanding the attributes, tools and skills, and tailored experiences that encouraged Thomas Burton, Kelly Miller, George Carver, Daniel Williams, Matthew Henson, Ernest Just, Charles Drew, Percy Julian, William Cobb, and Benjamin Peery to achieve success in STEM fields between 1860 and 1968. The significance of the study is multifaceted: understanding the obstacles that African-American scientists had to overcome in their professional lives can result in the development of science educators who are better informed regarding the appropriate types of assistance that can be provided to aid their students in overcoming obstacles. This can hopefully increase their opportunities to succeed within the science field. This study can result in the development of science educators who are more sensitive in addressing the needs of the developing minority student, and can encourage, educate, and enlist more individuals to enter into the dialogue regarding the disparity of minority representation in STEM fields.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004961, http://purl.flvc.org/fau/fd/FA00004951
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, African-American scientists., Overcoming obstacles., Phenomenological studies., Science--Study and teaching.
- Format
- Document (PDF)
- Title
- College Professors as Classroom Leaders: Strategic Thinking Capacity, Leader Influence Actions, and Classroom Performance.
- Creator
- Sfiropoulos, Mike, Reyes-Guerra, Daniel, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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This non-experimental, quantitative study explored the leadership of college professors and the relationship to student assessments of their teaching performance. The leadership constructs under investigation were strategic thinking capacity (cognitive agility) and leader influence actions (behavioral agility), which are rooted in the theories of behavioral and cognitive complexity. Research indicates that cognitive and behavioral agility are two factors that produce more effective results...
Show moreThis non-experimental, quantitative study explored the leadership of college professors and the relationship to student assessments of their teaching performance. The leadership constructs under investigation were strategic thinking capacity (cognitive agility) and leader influence actions (behavioral agility), which are rooted in the theories of behavioral and cognitive complexity. Research indicates that cognitive and behavioral agility are two factors that produce more effective results for leaders in varying organizational contexts. However, previous research does not include college professors in those studies. Thus, this study sought to explore professors as classroom leaders and the relationship between college professors’ cognitive and behavioral agility and their students’ perceptions of their teaching effectiveness, if behavioral agility plays a mediating role, and if that relationship is moderated by alterable and unalterable contextual variables. Ninety-two full-time professors from one Florida college participated in the study. The professors’ strategic thinking capacity (cognitive agility) was measured using the STQP, an adaptation of Pisapia and Reyes-Guerra’s (2007) Strategic Thinking Questionnaire (STQTM), and the professors’ leader influence actions (behavioral agility) were measured using the SLQP, an adaptation of Pisapia, Reyes-Guerra, and Yasin’s (2006) Strategic Leadership Questionnaire (SLQTM) with both instruments employing Pisapia’s (2009) framework of strategic leadership. The ‘P’ denotes the ‘professor’ version of the original STQTM and SLQTM. Locus of control orientation as a contextual variable was measured using Spector’s (1988) Work Locus of Control Scale (WLCS). To measure student perceptions of professor effectiveness, the student assessments of courses and faculty were compiled from existing records from Palm Beach State College’s Institutional Research and Effectiveness (IRE) website. The data were statistically analyzed using correlational and regression analyses and tested for mediation and moderation effects. The findings of this study revealed that college professors demonstrated the same strategic thinking capacity and leader influence actions as leaders in more traditional leadership roles as measured by the STQP and SLQP. The findings were also consistent with previous studies that found that cognitive agility is a significant predictor of behavioral agility. However, it also found that student perceptions of professor effectiveness as measured by student assessments were not correlated to any of the research variables in this study. Findings and conclusions, as well as recommendations for future research, are presented in the concluding chapter.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004993, http://purl.flvc.org/fau/fd/FA00004983
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, College professors., Leaders., Classroom management., Teaching effectiveness.
- Format
- Document (PDF)
- Title
- Lives in Transition: The Impact of Career and Technical Education on Under-served High School Students’ Career Growth and Development.
- Creator
- Smith, Merris A., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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This case study examined and described how under-served high school students enrolled in medical sciences academy CTE programs (Certified Nursing Assistant [CNA] and Electrocardiogram Technician [EKG]) at two Florida Title I high schools perceive that their career and technical education experience prepared them with the academic and technical skills and knowledge to pursue postsecondary training or higher education; be better prepared to transition into an ever-more complicated economic...
Show moreThis case study examined and described how under-served high school students enrolled in medical sciences academy CTE programs (Certified Nursing Assistant [CNA] and Electrocardiogram Technician [EKG]) at two Florida Title I high schools perceive that their career and technical education experience prepared them with the academic and technical skills and knowledge to pursue postsecondary training or higher education; be better prepared to transition into an ever-more complicated economic workplace; and become qualified and competent members of the workforce. The study participants were 53 CTE students (CNA and EKG juniors and seniors from both school sites), four CTE instructors (two CNA and two EKG instructors from both school sites), and three CTE administrators (one assistant principal from both school sites and one district Medical Sciences Specialist Administrator) during the academic school year 2016-2017. There were six major findings and ten sub-themes of this study. The first finding is that CTE programs at these schools provide career exploration and planning opportunities and includes four sub-themes; school-based learning, work-based learning, connecting activities, and need for improvement of CTE programs. The second finding is that CTE programs at these schools offer career relevant curricula and includes three subthemes; school-based learning, work-based learning, and connecting activities. The third finding is that students enrolled in CTE programs at these schools are offered consistent support and guidance, and includes three sub-themes: instructor support, guidance counselor support, and administrator support. The fourth finding is that the district plays a key role in the strategic planning and management of CTE programs at these schools. The fifth finding is that procedures are in place that make allowances for accountability and assessment of CTE programs at these schools. The sixth finding is the assessment of students’ career decision-making self-efficacy enrolled in CTE programs at these schools. Results indicated that students enrolled in CTE medical sciences academy programs (CNA and EKG) at these schools reported a high degree of career decisionmaking self-efficacy. Moreover, instructors,’ administrators,’ and students’ perceptions of students’ CTE experiences and engagement in career exploration learnings supported their career growth and development.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004966, http://purl.flvc.org/fau/fd/FA00004956
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, High school students., Technical education., Career development., Medical sciences.
- Format
- Document (PDF)
- Title
- Science Comprehension vs. Cultural Cognition as Predictors of Climate Change Risk Perception.
- Creator
- Steiner, Elyse A., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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This study identified factors that affect climate change risk perception in a community college class. The purpose of this research was to determine if students were more influenced by cultural cognition (political affiliation) or science comprehension. Students in an undergraduate level environmental science and biology class were evaluated, using an online survey, for science comprehension level, political affiliation and risk perception at the beginning and end of each course. Data were...
Show moreThis study identified factors that affect climate change risk perception in a community college class. The purpose of this research was to determine if students were more influenced by cultural cognition (political affiliation) or science comprehension. Students in an undergraduate level environmental science and biology class were evaluated, using an online survey, for science comprehension level, political affiliation and risk perception at the beginning and end of each course. Data were analyzed to determine improved scientific literacy and any variation in risk perception. The research found that science comprehension did not contribute significantly to increased risk perception and that political affiliation or political views had a more significant effect on risk perception.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004983, http://purl.flvc.org/fau/fd/FA00004973
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, Understanding science., Political affiliation., Climatic changes., Perception.
- Format
- Document (PDF)