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Title: The public official leadership experience: a case study of leadership collier and its impact on motivating and empowering select citizens.
Creator: Curatolo, Courtney, Bryan, Valerie, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This dissertation explored a type of qualitative case study based on the experiences of 11 graduates from Leadership Collier, a Naples, Florida-based leadership program, who had run for public office after completing the program. The researcher assessed the program goals, participant experiences and motivation with regard to community involvement and running for elected office. It was the belief of the researcher that there was a need for more qualified and effective leaders to run for public...
Show moreThis dissertation explored a type of qualitative case study based on the experiences of 11 graduates from Leadership Collier, a Naples, Florida-based leadership program, who had run for public office after completing the program. The researcher assessed the program goals, participant experiences and motivation with regard to community involvement and running for elected office. It was the belief of the researcher that there was a need for more qualified and effective leaders to run for public office at the local, state, and national levels of government. Therefore, the purpose of this dissertation study was to understand what leadership experiences gained through participating in a leadership training program could empower and motivate a person to run for public office. Information provided in this dissertation includes an introduction, the study’s purpose and research questions, methodology, critical terms, an examination of the literature review, study findings, researcher reflections, and recommendations for future studies. Data analysis codes in this study include sense of community, social capital, program design, confidentiality, diversity, bonding, empowerment, and motivation. Research findings showed that Leadership Collier has motivated and empowered select citizens to run for public office by providing experiences that have enabled individuals to develop leadership skills, become aware of community issues, develop confidence and a sense of community, expand social capital, and increase engagement in the community. Keywords: leadership, public office, empowerment, motivation
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004012
Subject Headings: Political leadership -- Psychological aspects -- Case studies, Leadership -- Case studies
Format: Document (PDF)

Title: An analysis of the leadership competencies of specialized nonprofit management degree programs.
Creator: Fay, Karen Marie, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The field of nonprofit management education is nascent and little of the research has extended into the area of leadership as a requisite competency for nonprofit leaders. Likewise, the research on leadership has not been widely extended to the nonprofit sector. Prior research suggests a broad range of competencies are necessary to lead in the dynamic, complex environment of nonprofits, the exercise of which differs from that in the for-profit sector.
Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004442, http://purl.flvc.org/fau/fd/FA00004442
Subject Headings: Leadership, Nonprofit organizations -- Evaluation -- Methodology, Nonprofit organizations -- Leadership, Nonprofit organizations -- Management -- Study and teaching, Organizational effectiveness -- Evaluation -- Study and teaching
Format: Document (PDF)

Title: A Phenomenological Exploration of Familial Entrepreneurship as an Employment Option for Individuals with Developmental Disabilities.
Creator: Percival, Jennifer Pollack, Bryan, Valerie C., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Individuals with developmental disabilities, especially those with high support needs, are less likely to obtain competitive employment through traditional means than their neurotypical peers. This qualitative phenomenological study explored the lived experience of seven familial entrepreneurs who responded to the lack of opportunities for their loved ones by creating a business to provide them a job. Findings from this study revealed that familial entrepreneurship is a hybrid-type of...
Show moreIndividuals with developmental disabilities, especially those with high support needs, are less likely to obtain competitive employment through traditional means than their neurotypical peers. This qualitative phenomenological study explored the lived experience of seven familial entrepreneurs who responded to the lack of opportunities for their loved ones by creating a business to provide them a job. Findings from this study revealed that familial entrepreneurship is a hybrid-type of employment that has similar characteristics to traditional pathways of employment, but is distinct. It offers a post-secondary option in an environment where individuals with developmental disabilities can develop work skills, have social relationships, interact with members of the community, and in some situations, earn income. The businesses also provide training programs, settings for evaluations and assessments, and become vendors of government-supported employment programs, expanding their impact from the person they are designed to support, to the broader community. Employees and participants at the businesses experience an improvement in quality of life, access to a supportive community, and belonging. For the familial entrepreneurs, the study found that they encounter an immense learning curve in the areas of industry knowledge; business practice; supervising, employing and training individuals with developmental disabilities; and how to gather resources and support. This study also revealed that more clarity is needed to determine if this pathway can provide long-term sustainable employment outcomes.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013252
Subject Headings: Developmentally disabled--Employment, Phenomenology--Research, Family business
Format: Document (PDF)

Title: AN EXAMINATION OF SELF-DIRECTED LEARNING READINESS AND ACADEMIC ACHIEVEMENT AMONG COMMUNITY COLLEGE STUDENTS ENROLLED IN STUDENT SUCCESS COURSES.
Creator: Downes, Kim-Le Thuy, Bryan, Valerie C., Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: The objective of this correlation study was to describe the association between the self-directed learning readiness (SDLR) and academic achievement among community college students enrolled in student success courses. Data were collected from a convenience sample of 35 community college students enrolled in student success seminar courses in central New Jersey. Total scores obtained from the administration of the Self-Directed Learning Readiness Scale (SDLRS) were used to measure...
Show moreThe objective of this correlation study was to describe the association between the self-directed learning readiness (SDLR) and academic achievement among community college students enrolled in student success courses. Data were collected from a convenience sample of 35 community college students enrolled in student success seminar courses in central New Jersey. Total scores obtained from the administration of the Self-Directed Learning Readiness Scale (SDLRS) were used to measure participants’ degree of SDLR. Participants’ GPA and final student success course grade was used as metrics of academic achievement. Additional analyses were conducted to determine if participants’ age and gender changed the association between SDLRS score and academic achievement.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013592
Subject Headings: Student success, Community college students, Academic achievement, Self-directed learning, Student success programs
Format: Document (PDF)

Title: Caribbean Immigrant Women in Educational Leadership: Over Hills and Valleys Too.
Creator: Leblanc, Nadine L., Bryan, Valerie C., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this narrative inquiry was to explore the lived experiences of college educated, immigrant women from the Caribbean in their quest for professional advancement in educational leadership roles in the United States. There were six participants for this study who were selected based on convenience, purposeful, and criterion sampling. Each participant’s lived experience was explored through a triangulation of information provided from two in-depth face-to-face interviews, document...
Show moreThe purpose of this narrative inquiry was to explore the lived experiences of college educated, immigrant women from the Caribbean in their quest for professional advancement in educational leadership roles in the United States. There were six participants for this study who were selected based on convenience, purposeful, and criterion sampling. Each participant’s lived experience was explored through a triangulation of information provided from two in-depth face-to-face interviews, document analyses, and observation/field notes. The findings indicate that Caribbean immigrant women studied navigated hills and valleys that included acculturative stress. Furthermore, the participants are characterized with a militant motivation in their approach to achieving their goals; thus having an attitude of “by any means necessary” was essential to their success. To accomplish their goals and successfully navigate the hills and valleys, the participants shared the support of strong matriarchs in their family and with the added help of the village; they also engaged in adult learning practices in their efforts to excel. Additionally, a Caribbean identity was utilized as a source of resistance and high self-esteem bordering on ethnocentrism against prejudices to facilitate the journey to success.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013228
Subject Headings: Educational leadership, Immigrant women, Caribbean
Format: Document (PDF)

Title: FACTORS PREDICTING THE ESTIMATED SUCCESS OF CULTURALLY DIVERSE STUDENTS IN ONLINE COURSES IN POST-SECONDARY EDUCATION.
Creator: Dunn, Shernette D., Bryan, Valerie C., Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: This mixed methods study sought to uncover the needs of culturally diverse students in the online learning environment. Several of the unexplored factors that may contribute to high attrition rate among online undergraduate students, were also analyzed. The study examined how the variables of prior educational experience, age, gender, ethnicity, country of birth, and first or native language spoken contributed to success in online classes. The research also explored how institutional support...
Show moreThis mixed methods study sought to uncover the needs of culturally diverse students in the online learning environment. Several of the unexplored factors that may contribute to high attrition rate among online undergraduate students, were also analyzed. The study examined how the variables of prior educational experience, age, gender, ethnicity, country of birth, and first or native language spoken contributed to success in online classes. The research also explored how institutional support contributed to the success of online learners. Through the use of survey data collection and interviews, the results of this study indicated that culturally diverse learners reported three skills that are essential to their success in online learning environments: time management, self-directedness, and computer or technical skills. Students also indicated that institutional and instructor support are vital to their success in online classes. Although all variables examined were not significant predictors to the success of online learners, the results of this study provide insight into the needs of culturally diverse learners. These findings may be helpful to educators and policymakers when planning for or designing online courses for culturally diverse learners. These findings may also aid in reducing the high attrition rate of culturally diverse learners in online environments by encouraging more readiness assessments for students enrolling in online courses to determine their level of readiness for online learning.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013520
Subject Headings: Students, Online learning and distance education, Culturally relevant pedagogy, Postsecondary education
Format: Document (PDF)

Title: For Pets’ Sake: Is There a Need for Dog Safety Community Education?.
Creator: Falcone, Jaclyn Nicole, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The history of the human-canine relationship and the human-canine bond is longstanding and has grown and developed throughout the years. Today, dogs are considered part of the family and are beneficial in impacting people across the United States. Introducing the community to dog safety education may strengthen the awareness and confidence of dog lovers across the state of Florida and hopefully reduce the number of preventable dog emergencies. This research suggested the reasons for dog...
Show moreThe history of the human-canine relationship and the human-canine bond is longstanding and has grown and developed throughout the years. Today, dogs are considered part of the family and are beneficial in impacting people across the United States. Introducing the community to dog safety education may strengthen the awareness and confidence of dog lovers across the state of Florida and hopefully reduce the number of preventable dog emergencies. This research suggested the reasons for dog ownership and the importance of protecting our beloved canines by presenting a literature review covering the evolution of the human-canine relationship, human-canine bond, positive effects of canines on humans, history of humane education to demonstrate the importance of dogs in the lives of American citizens and an overview of community education and the importance dog safety community education. The purpose of this mixed methods study was to understand the current state of dog safety community education in Florida and to introduce the need for policies and procedures for dog safety training for adults, if needed based on the research. This topic was analyzed through a needs assessment administered through a Parks & Recreation department in south Florida and online through social media. Ten key informants were selected to interview for an in-depth understanding of their perspective on this topic. Document analysis was conducted to see if results of the needs assessment were addressed in brochures and other media locally. The participants were community members of Florida who were also dog owners. Participants were adults over the age of 18. The participants’ anonymity was protected, as no names were collected from the survey. After carefully examining data collected from 10 interviews, document analysis, and surveys of 150 participants who are dog owners in Florida, the researcher of this study revealed factors that show substantial value that dog owners place on their dogs and interest in educational opportunities to protect their safety. The significance of this study presented additional research dispelling a misconception that dog safety education as easily accessible and available in Florida based communities. This study was also significant because it contributes to the literature by identifying the value dog owners place on their dogs, as demonstrated in both survey and document analysis.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004814, http://purl.flvc.org/fau/fd/FA00004814
Subject Headings: Human-animal relationships., Animal welfare--Moral and ethical aspects., Social values--United States., Humane education., Safety education.
Format: Document (PDF)

Title: Social impact of entrepreneurial immigrants on Florida’s gold coast.
Creator: Coltea, Noemi, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: At the dawn of a new presidential election, we are reminded that what separates the United States from the rest of the world are the immigrants who came here in the pursuit of the American Dream. These immigrants do not just come to the United States as workers, but also as consumers and entrepreneurs who contribute to the American economy, and use the profits created by their successful entrepreneurship(s) in a way that they become catalysts of change. None of the studies have managed to...
Show moreAt the dawn of a new presidential election, we are reminded that what separates the United States from the rest of the world are the immigrants who came here in the pursuit of the American Dream. These immigrants do not just come to the United States as workers, but also as consumers and entrepreneurs who contribute to the American economy, and use the profits created by their successful entrepreneurship(s) in a way that they become catalysts of change. None of the studies have managed to track the qualities and perceptions of these entrepreneurial immigrants turned philanthropists since the 1940’s. By focusing on their life experiences using an instrumental case study approach, we start to form the profile of the modern day immigrant entrepreneur and philanthropist by analyzing them through five lenses: immigration, adult education, entrepreneurship, leadership, and philanthropy. Using these five lenses, we can better understand the optative aspects of entrepreneurial immigrantship as a part of social impact on Florida’s Gold Coast. Their core family values of tithing and lending a helping hand to those in need transfer into social activism in terms of donations of wealth and donations of time. Although they do not consider themselves leaders in the communities they live and work in, the research findings are quite the opposite. They are socially involved through memberships and leadership positions on local, national, and international non- profit boards, they spearhead major fundraising events and initiatives, and they establish private or corporate foundations and even support candidates seeking political office, whether here or abroad. In essence, they became philanthropists and community activists, who by virtue of immigrating and opening their businesses here add value to Florida’s Gold Coast.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004093, http://purl.flvc.org/fau/fd/FA00004093
Subject Headings: Emigration and immigration -- Economic aspects, Immigrants -- United States -- Florida -- History, New business enterprises, Social entrepreneurship., Success in business
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: 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.
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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: A study to compare the critical thinking dispositions between Chinese and American college students.
Creator: Dennett, Susan K., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this quantitative research study was to compare Chinese and American students’ inclined level of critical thinking using the California Critical Thinking Disposition Inventory (CCTDI) (Insight Assessment, 2013). The literature of Paul and Elder (1996, 2000, 2005, 2010), Facione and Facione (1992, 1996) and Brookfield (2005, 2010, 2013) and the conceptual framework in this study provided the foundation for the main research question of whether there are differences between...
Show moreThe purpose of this quantitative research study was to compare Chinese and American students’ inclined level of critical thinking using the California Critical Thinking Disposition Inventory (CCTDI) (Insight Assessment, 2013). The literature of Paul and Elder (1996, 2000, 2005, 2010), Facione and Facione (1992, 1996) and Brookfield (2005, 2010, 2013) and the conceptual framework in this study provided the foundation for the main research question of whether there are differences between Chinese and American students’ scores on the seven individual scales and their total score on the CCTDI. The Sample included 41 Chinese and 50 American undergraduate and graduate students at Florida Atlantic University, a regional research university located in southeast Florida. Independent t-tests concluded that there were no differences between the 41 Chinese students and the 50 American students regarding their critical thinking dispositions on each of seven scales on the CCTDI. A factorial analysis of variance measured moderator questions to determine whether there was a difference between Chinese and American students’ CCTDI scores based on student gender, discipline of study, undergraduate or graduate status, or enrollment as an undergraduate within the United States. There were significant differences between the critical thinking dispositions of Chinese and American undergraduate and graduate students when comparing the scale of open mindedness and gender. There were also significant differences for the scale of confidence in reasoning and discipline. For the remaining questions, there were no significant differences. A Pearson’s correlation determined that there was no relationship between the length of time students had been in the United States and their scores on the CCTDI. Educational implications include that when problem-solving skills are developed in the college setting, critical thinking can be cultivated to help prepare students for work in future employment settings. Social implications include the use of critical thinking when faced with decision making in adults’ lives, as well as in their daily work. This study may be the foundation for future studies. Finally, educators may find the CCTDI helpful in positioning students’ critical thinking dispositions prior to learning or training activities.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004100, http://purl.flvc.org/fau/fd/FA00004100
Subject Headings: Behaviorism (Psychology), Critical thinking, Learning, Psychology of, Reasoning (Psychology), Thought and thinking
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: 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.
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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: 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: 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.
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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: Adult learning for healthy aging: an investigation of health literacy and technology use in older adults.
Creator: Swann, Elizabeth G., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study explored the healthy aging process by: (a) examining the selected demographics of older adults in South Florida; (b) examining technology use of older adults in South Florida; (c) examining the health literacy levels of older adults in South Florida; (d) determining whether a relationship exists between older adults living in South Florida use of technology and their health literacy levels; and (e) evaluating the effects of health literacy as it relates to technology use in older...
Show moreThis study explored the healthy aging process by: (a) examining the selected demographics of older adults in South Florida; (b) examining technology use of older adults in South Florida; (c) examining the health literacy levels of older adults in South Florida; (d) determining whether a relationship exists between older adults living in South Florida use of technology and their health literacy levels; and (e) evaluating the effects of health literacy as it relates to technology use in older adults in South Florida. Variables explored included health literacy, education, ethnicity, and technology use. The sample study included 102 older adults (age > 60) living in South Florida that had completed profiles on the South Florida Quality Aging Registry, a part of the Healthy Aging Research Initiative (HARI). The sample size represented 22.3% of the total South Florida Quality Aging Registry population. The ethnicities of the participants among the South Florida Quality Aging Registry were African American (17%); Afro Caribbean (7.8%); Hispanic (10.7%); and European American (63.7%). The education mean was 15, indicating that the majority of participants had an education level equivalent to completing high school. The mean health literacy score was 3.88, demonstrating that the majority of the participants had moderate levels of health literacy. The mean technology use score was 7.5 on a scale of one through ten, indicating that the majority of the participants had a moderate level of technology use. Analysis of variance, correlation coefficients, and multiple regression analysis was used to explore the variables that may influence health literacy. There was a statistically significant difference among Afro Caribbean and African American, Afro Caribbean and European American, European American and Hispanic ethnicities related to their health literacy skill level (p < .01). Additionally, there was a statistically significant difference among Afro Caribbean American and European American ethnicities and technology use (p. < .01).
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004165, http://purl.flvc.org/fau/fd/FA00004165
Subject Headings: Aging -- Psychological aspects, Aging -- Social aspects, Cognition in old age, Computers and older people, Health behavior, Internet and older people, Older people -- Health and hygiene, Technology and older people
Format: Document (PDF)

Title: In-country: identification of transformational learning and leadership in human rights observers.
Creator: McDonald, Nancy D., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Haiti, the poorest country in the western hemisphere, has suffered through centuries of disenfranchisement, poverty, slavery, environmental disasters, internecine racial prejudice, and foreign infringement. Its people won independence from France in 1804 but only at the cost of huge human and financial losses. Since then, Haiti has known little freedom or democracy. In 1991, the first truly democratically elected president, Jean-Bertrand Aristide, was elected (with a 67% majority). Nine...
Show moreHaiti, the poorest country in the western hemisphere, has suffered through centuries of disenfranchisement, poverty, slavery, environmental disasters, internecine racial prejudice, and foreign infringement. Its people won independence from France in 1804 but only at the cost of huge human and financial losses. Since then, Haiti has known little freedom or democracy. In 1991, the first truly democratically elected president, Jean-Bertrand Aristide, was elected (with a 67% majority). Nine months later, he was deposed by a military coup d'état. During that time and the chaotic years that followed, groups of human rights observers traveled to Haiti in an attempt to record and report publically, officially, what was actually happening to the Haitian people and their institutions. Although much has been written about the country during that period, there have been no studies focused on the human rights observers who were intimately involved with the people and the country. These groups and other groups participating in similar situations have not been studied and, yet, research in that area might provide important insights in the field of social justice. It is important to identify what encourages individuals to become a part of the effort to make a positive difference in the lives of others, in the most adverse situations, the process by which human rights observers become engaged, and how that engagement affects their lives both during and after their in-country experiences. The purpose of this phenomenological study is to see if there are commonalities (e.g., socio-cultural influence, self-directed learning readiness, etc.) among the initial in-country experiences of several human rights observers and further to discover what, if any, effect those experiences had on their leadership styles. The study identified socio-cultural influences (self-directed learning readiness and familial, religious, educational impact); motivational factors; methods of processing the experience (immediate responses of connectedness/love and reasoned responses involving individual and group reflection); and multiple outcomes (spiritualty, social action, and creativity). The overarching findings included identification of transformational learning in the participants and the evolution of their leadership from the servant model into a transformational/chaos model, including reflection in and on action as an operating context.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004216, http://purl.flvc.org/fau/fd/FA00004216
Subject Headings: Educational sociology, Human rights -- Haiti, Human rights workers -- Haiti, Leadership, Leadership -- Psychological aspects, Social justice
Format: Document (PDF)

Title: The analysis of barriers and motivators of early care and education English as a second language students enrolled in a state college customized ECE ESL course.
Creator: Franck, Edwiygh, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: An intrinsic case study was conducted to understand what helps Early Care and Education (ECE) English as a Second Language (ESL) students to enroll in a customized ECE ESL course at a local state college and what barriers may hinder their success in the course. This research examined whether the following were either motivators or barriers or both in ECE ESL participants enrolling in an ECE ESL customized course: course design and delivery, student support systems, student self-motivation,...
Show moreAn intrinsic case study was conducted to understand what helps Early Care and Education (ECE) English as a Second Language (ESL) students to enroll in a customized ECE ESL course at a local state college and what barriers may hinder their success in the course. This research examined whether the following were either motivators or barriers or both in ECE ESL participants enrolling in an ECE ESL customized course: course design and delivery, student support systems, student self-motivation, student self- efficacy, time and schedule commitment, instructor and student relationship, availability of resources, and level of classroom involvement. The results revealed that the students were highly motivated to enroll and complete the course successfully. Across the board, there was (1) a sense of gratitude from the participants for being afforded an opportunity to learn the English language, (2) evidence of knowledge of their future goals, and (3) their knowledge that learning English was their first step in achieving their goals.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004369, http://purl.flvc.org/fau/fd/FA00004369
Subject Headings: Education, Bilingual, Educational psychology, English language -- Study and teaching -- Foreign speakers, English language -- Study and teaching as a second language, Language teachers, Training of, Motivation in education, Second language acquisition
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: 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.
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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: The relationship between the self-efficacy of monolingual and bilingual undergraduate college students and their academic achievement in science and math.
Creator: Pomerantz, Rina, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Almost twenty-one percent of the United States population spoke a language other than English in 2011. Furthermore, there has been a dramatic increase in the enrollment of students of Hispanic and other ethnic backgrounds in U.S. post-secondary institutions between 1976 and 2013 (from 4% to 16%) (National Center for Education Statistics NCES, 2016). Until now, no systematic research has focused on the differential effects of selfefficacy on academic achievement in monolingual and bilingual...
Show moreAlmost twenty-one percent of the United States population spoke a language other than English in 2011. Furthermore, there has been a dramatic increase in the enrollment of students of Hispanic and other ethnic backgrounds in U.S. post-secondary institutions between 1976 and 2013 (from 4% to 16%) (National Center for Education Statistics NCES, 2016). Until now, no systematic research has focused on the differential effects of selfefficacy on academic achievement in monolingual and bilingual undergraduate college students. The present study aimed to investigate this relationship, as well as contribute additional insight on whether the academic self-efficacy of monolingual and bilingual undergraduate college students plays a role in their academic success specifically in science and math courses. Additionally, the findings of this research study were expected to provide data to inform the development of educational programs that might specifically target monolinguals or bilinguals in enhancing students’ self-efficacy. Seven instructors of foundational undergraduate science courses and math courses at a southeastern university agreed to contribute to the study by asking their students for their voluntary participation in the data collection. A total of 361 students participated in the study. Overall, 256 (70.9%) participants reported being monolingual and 105 (29.1%) reported being bilingual; 335 (92.8%) students were enrolled in science courses and 26 (7.2%) were registered in math courses; 237 (65.7%) were female students and 124 (34.3%) were male. Demographics, self-efficacy, and sociolinguistic data were collected using the Self-Efficacy Research Study Online Questionnaire. Final science and math grades were also collected from the instructors at the end of the semester for all students who volunteered to participate in the study. The findings of this research study revealed that the self-efficacy levels of undergraduate college students in science and math predict their academic achievement in these subjects. They also showed that the self-efficacy levels of bilingual participants are higher than those of their monolingual counterparts. Findings also indicated that when the relationship between final grade and self-efficacy was examined separately in each linguistic group the correlation was significant and positive for monolinguals.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004753, http://purl.flvc.org/fau/fd/FA00004753
Subject Headings: Self-efficacy., Control (Psychology), Academic achievement--Psychological aspects., Education, Bilingual., Science--Study and teaching (Higher), Mathematics--Study and teaching (Higher)
Format: Document (PDF)

Title: The Relationship Between Undergraduate Instructor Self- Concept and the Degree of Prosocial Behavior Exhibited by Instructors to Online Undergraduate Business First Year Students.
Creator: Bain, Bernice, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The primary goal of this quantitative study was to investigate the connection between instructor self-concept and prosocial behavior and its impact on student learning; thus, gaining more knowledge about assessment of instructor fit for online, undergraduate, business first-year experience (FYE) courses. If an instructor’s selfconcept is related to the degree of prosocial behavior exhibited, then an instructor with a higher likelihood of exhibiting prosocial behavior may be a better fit for...
Show moreThe primary goal of this quantitative study was to investigate the connection between instructor self-concept and prosocial behavior and its impact on student learning; thus, gaining more knowledge about assessment of instructor fit for online, undergraduate, business first-year experience (FYE) courses. If an instructor’s selfconcept is related to the degree of prosocial behavior exhibited, then an instructor with a higher likelihood of exhibiting prosocial behavior may be a better fit for an online, undergraduate, business FYE course. The study failed to reject all null hypotheses, showing no correlations between faculty self-concept and degree of prosocial behavior exhibited to online business firstyear students. The results did show a correlation between instructor self-concept (RSCQ score) and tendency to exhibit prosocial behavior (PTM score), which is outside of the scope of this study, but informed future research considerations discussed in Chapter 5.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013052
Subject Headings: Online learning and distance education., Business teachers., Undergraduates.
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: 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.
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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: The Perceived Impact of Technology-Based Informal Learning on Membership Organizations.
Creator: Miller, Lori, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Educational leadership goes beyond the boundaries of the classroom; skills needed for talent development professionals in business closely align with those needed in traditional educational leadership positions as both are responsible for the development and growth of others. Traditionally, the role of professional membership associations or organizations such as the Association for Talent Development (ATD, formerly known as the American Society for Training and Development), the group...
Show moreEducational leadership goes beyond the boundaries of the classroom; skills needed for talent development professionals in business closely align with those needed in traditional educational leadership positions as both are responsible for the development and growth of others. Traditionally, the role of professional membership associations or organizations such as the Association for Talent Development (ATD, formerly known as the American Society for Training and Development), the group dedicated to individuals in the field of workplace learning and development, is to provide learning opportunities, set standards, identify best practices in their respective fields, and allow members to network with other professionals who share their interests. However, with the rampant increase in the use of technology and social networking, individuals are now able to access a vast majority of information for free online via tools such as LinkedIn, Facebook, Google, and YouTube. Where has this left organizations that typically charged for access to this type of information in the past? Surveys and interviews were conducted with ATD members in this mixed-methods study to answer the following research questions: 1. What are the perceptions of Association for Talent Development (ATD) members regarding the effect of technology-based informal learning on the role of ATD? 2. How do ATD members utilize technology for informal learning? 3. Are there factors such as gender, age, ethnicity, educational level, or length of time in the field that predict a member's likelihood to utilize technology for informal learning? 4. Are there certain ATD competency areas for which informal learning is preferred over non-formal or formal learning? The significance of the study includes the identification of how the Association for Talent Development (ATD, formerly ASTD) can continue to support professionals in our constantly evolving te chnological society as well as advancing the field by contributing research connecting informal learning with technology to membership organization roles.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004523, http://purl.flvc.org/fau/fd/FA00004523
Subject Headings: Educational leadership--Influence., Virtual reality in management., Knowledge management., Information networks., Organizational learning., Knowledge representation (Information theory)
Format: Document (PDF)

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