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- Title
- The relationships among nursing program attributes, nurse faculties' personal attributes and preferences for learner-centered instruction.
- Creator
- Papes, Kathleen A., Florida Atlantic University, Guglielmino, Lucy M.
- Abstract/Description
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The changing health care environment and student population are challenging faculty to create a learning environment supportive of adult students. This study explored relationships among nursing program attributes, nurse faculties' personal attributes and preferences for learner-centered instruction, measured by the Principles of Adult Learning Scale (PALS). Predictor variables included 19 personal and 16 program attributes. Thirty BSN/MSN programs and 30 ADN programs with a minimum...
Show moreThe changing health care environment and student population are challenging faculty to create a learning environment supportive of adult students. This study explored relationships among nursing program attributes, nurse faculties' personal attributes and preferences for learner-centered instruction, measured by the Principles of Adult Learning Scale (PALS). Predictor variables included 19 personal and 16 program attributes. Thirty BSN/MSN programs and 30 ADN programs with a minimum enrollment of 150 students were randomly selected. A faculty member in each school completed a program data sheet and distributed 10 faculty questionnaires. The sample included 298 faculty (50%). Descriptive statistics were reported by attributes and program, and tested for statistical significance. Six multiple regression analyses were completed. Overall, faculty were teacher-centered. Associate degree faculty were more teacher-centered than baccalaureate and higher degree faculty who, in turn, split between teacher-centered and learner-centered instruction. Teaching, research, professional service, community service, and clinical practice were rated as to their importance to faculty and perceived importance to faculties' institutions. Teaching was the most important role to faculty and believed to be the most important role to their institutions. Notably, there was incongruence among other faculty ratings. Three null hypotheses were rejected at the .05 alpha criterion. Of three models using the total sample, the personal and program attributes model accounted for 30% of variance in overall mean PALS scores, with significant contributions from self-study of adult learning principles, type of student taught, and rank. Dividing the total sample by program, the BSN/MSN personal and program attributes model accounted for 30% of variance in overall mean PALS scores. Recommendations include self-administration of PALS and analysis of responses for staff development programs; use of the model as part of program evaluation; and development of mission effectiveness programs to examine congruence of personal and organizational philosophies. Suggestions for further research include testing of the PALS' factors, population invariance, and subscale reliability; development of an associate degree program model; study of classroom and clinical dimensions of teaching style; and study of the effectiveness of adaptation strategies to learner-centered instruction.
Show less - Date Issued
- 1998
- PURL
- http://purl.flvc.org/fcla/dt/12585
- Subject Headings
- Nursing--Study and teaching
- Format
- Document (PDF)
- Title
- Emotional Intelligence and Self-Directed Learning.
- Creator
- Muller, Kenneth E., Guglielmino, Lucy M., Florida Atlantic University
- Abstract/Description
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The purpose of this study was to investigate possible relationships between selfdirected learning and emotional intelligence in healthcare managers. There are commonalities between these constructs; however, they had not previously been examined side by side. The interrelationships of these variables with age, gender, and tenure with the health system in a supervisory role were examined. A post hoc hypothesis exploring the relationships of self-directed learning, emotional intelligence,...
Show moreThe purpose of this study was to investigate possible relationships between selfdirected learning and emotional intelligence in healthcare managers. There are commonalities between these constructs; however, they had not previously been examined side by side. The interrelationships of these variables with age, gender, and tenure with the health system in a supervisory role were examined. A post hoc hypothesis exploring the relationships of self-directed learning, emotional intelligence, problem solving ability needed on the job and the amount of change facing the manager in the workplace was formulated after the data were collected. Conclusions focus on the strong interrelationship between self-directed learning and emotional intelligence. This research failed to establish a link between performance, self-directed learning and emotional intelligence, perhaps attributable to unanticipated aspects of the performance review process of this health system. The study revealed significant relationships between self-directed learning, degree of change in the job and level of problem solving ability needed to perform the job. This topic merits further investigation in circumstances in which the performance assessment system is more likely to provide accurate, precise knowledge of the level of performance.
Show less - Date Issued
- 2007
- PURL
- http://purl.flvc.org/fau/fd/FA00000682
- Subject Headings
- Emotional intelligence, Affect (Psychology), Academic achievement--Psychological aspects, Self-culture--Evaluation
- Format
- Document (PDF)
- Title
- Investigation of the value of teacher leadership capacity-building: Implementation of an intervention framework to raise student achievement.
- Creator
- Nowocien, Darlene J., Florida Atlantic University, Guglielmino, Lucy M., Acker-Hocevar, Michele A.
- Abstract/Description
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The purpose of this study was to determine if changes could be detected in teachers' approaches to their professional practice and in the achievement of their students following the implementation of a teacher leadership capacity-building intervention framework. Specific aspects examined were (a) teachers' perceptions of changes in their classroom environments, instructional practices, planning, assessment, and confidence in instructing diverse learners; (b) observer ratings of teachers'...
Show moreThe purpose of this study was to determine if changes could be detected in teachers' approaches to their professional practice and in the achievement of their students following the implementation of a teacher leadership capacity-building intervention framework. Specific aspects examined were (a) teachers' perceptions of changes in their classroom environments, instructional practices, planning, assessment, and confidence in instructing diverse learners; (b) observer ratings of teachers' classroom practices; (c) teachers' readiness for self-directed learning; and (d) student achievement. The study addressed four research questions and three hypotheses. Following the professional development intervention, teachers' perceived changes in their professional practices were documented on a self-report survey, with the greatest positive change reported in types and variety of instructional practices. Significant gains were found in teachers' observed effective behaviors (Florida Performance Measurement System scores), teachers' Self-directed Learning Readiness Scale scores and student achievement in reading. The outcomes, while they cannot, of course, be solely attributed to the intervention, support the concept that teacher leadership capacity is built from within when teachers are encouraged to take a greater responsibility for the design and implementation of their professional development and to share their strengths with their colleagues in a true learning community. The intervention was implemented in an at-risk school, but it provides a framework that can be replicated elsewhere. This project required a commitment of resources for observations, peer coaching, modeling instructional strategies, team meetings, reflective team planning, team data analysis, and a variety of professional development sessions chosen and designed by staff that took place both within and outside of the regularly scheduled workday. The school district, an outside private foundation, and additional grants provided funding for most expenses, including an on-site professional development facilitator. Further follow-up research is warranted given the brevity of this study and the time needed for systemic change.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fcla/dt/12163
- Subject Headings
- Academic achievement--Measurement, Educational leadership--United States, Teacher participation in administration--United States, School improvement programs--United States, Educational change--United States
- Format
- Document (PDF)
- Title
- Self-Directed Learning Readiness, Strategic Thinking and Leader Effectiveness in Directors of a National Nonprofit Organization.
- Creator
- Zsiga, Peter L., Guglielmino, Lucy M., Florida Atlantic University
- Abstract/Description
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Levels of self-directed learning readiness, strategic thinking and leader effectiveness in nonprofit directors were obtained from a sample of YMCA directors who responded to an online survey. The resulting data were analyzed to determine if correlations between the measures were observed and if the relationships were moderated by employment, geographic or demographic variables. Self-directed learning readiness and strategic thinking were highly correlated. Analysis of the questionnaires from...
Show moreLevels of self-directed learning readiness, strategic thinking and leader effectiveness in nonprofit directors were obtained from a sample of YMCA directors who responded to an online survey. The resulting data were analyzed to determine if correlations between the measures were observed and if the relationships were moderated by employment, geographic or demographic variables. Self-directed learning readiness and strategic thinking were highly correlated. Analysis of the questionnaires from 471 respondents demonstrated that the correlations between self-directed learning readiness and strategic thinking were robust (r = .58, p < .001 ). Leader effectiveness was found to correlate with these two constructs at identical and significant levels (r = .1 0, p < .05). These correlations present evidence of positive relationships between self-directed learning levels, strategic thinking levels and leader effectiveness. Correlations were also found for self-directed learning readiness and each of the three subscales of strategic thinking, reframing, reflecting and systems thinking, and the leader effectiveness measure; and for the reframing subscale of strategic thinking with leader effectiveness. Responses to open-ended questions reflected the use of self-directed learning strategies and strategic thinking by the sample in preparing for challenges in education and leadership. Correlations between strategic thinking and leader effectiveness were moderated by ethnicity. Levels of correlation between self-directed learning readiness and strategic thinking were moderated by the variables of years of AYP membership and number of branches supervised, the level of performance rating desired, and years of similar employment. The YMCA directors in this study were determined to be effective leaders who used strategic thinking and self-directed learning strategies to meet the demands of their leadership roles. The results indicate that individuals who exhibit self-directed learning tendencies can be expected to use strategic thinking strategies; that those who are strategic thinkers reflect self-directed learning behavior; and that leader effectiveness is supported by the possession of strategic thinking and selfdirected learning skills.
Show less - Date Issued
- 2007
- PURL
- http://purl.flvc.org/fau/fd/FA00000718
- Subject Headings
- Nonprofit organizations--Management, Leadership, Organizational effectiveness, Executive ability, Learning, Psychology of
- Format
- Document (PDF)
- Title
- The effect of ethics instruction on the moral development of adult real estate students.
- Creator
- Long, Deborah H., Florida Atlantic University, Guglielmino, Lucy M., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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A baseline examination of real estate licensees' ethical reasoning abilities implemented by this researcher in 1993 indicated that the subjects (n = 82) were ethically immature compared to adults in general. The purpose of this study was to test the effect of ethics instruction upon the moral reasoning ability of adult real estate students. The subjects were drawn from two real estate post-licensing classes offered at a private vocational school: one class (n = 14) served as the experimental...
Show moreA baseline examination of real estate licensees' ethical reasoning abilities implemented by this researcher in 1993 indicated that the subjects (n = 82) were ethically immature compared to adults in general. The purpose of this study was to test the effect of ethics instruction upon the moral reasoning ability of adult real estate students. The subjects were drawn from two real estate post-licensing classes offered at a private vocational school: one class (n = 14) served as the experimental group and received the traditional curriculum without ethics instruction; the other class (n = 21) served as the treatment group and received a 15 hour ethics program as part or their 45 hour program. The ethics program used in this study incorporated the best teaching practices described in research literature, including small group discussion, role play and teacher- and peer-led activities designed to simulate the reality of the real estate business. Subjects were administered the Defining Issues Test (DIT), a measure of moral reasoning, as a pre- and post-test. ANOVA and ANCOVA indicated that students in the treatment group experienced the Blatt Effect, a one-developmental stage increase in their moral reasoning abilities: the mean P-score at the beginning of the program was 27.07; at the end of the program, the mean P-score was 41.24. Students in the control group did not experience significant change in their scores. Further analysis indicated that gender was significant: female licensees scored higher on the DIT than did males. Those licensees who were members of the National Association of Realtors, a professional society with its own code of ethics, also scored higher than did non-members. No significant relationships were found between DIT scores and the licensees' age, license status, sales experience, real estate income, or level of formal education. The overall results of this study indicate that the ethics intervention program was effective in improving DIT scores. The probability exists that this program might have a similar effect on a larger sample of licensees as well as on other professionals.
Show less - Date Issued
- 1994
- PURL
- http://purl.flvc.org/fcla/dt/12375
- Subject Headings
- Education, Adult and Continuing, Education, Business, Education, Curriculum and Instruction, Education, Vocational
- Format
- Document (PDF)
- Title
- An exploration of the relationship between mathematics anxiety level and perceptual learning style of adult learners in a community college setting.
- Creator
- Cook, Roberta Parrino., Florida Atlantic University, Guglielmino, Lucy M., Morris, John D., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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This study investigates the relationships between and among math anxiety level, perceptual learning style (audio, visual, tactile/kinesthetic), age, gender, and math performance. The subjects were 501 community college students taking remedial credit Introductory Algebra and college credit Basic College Algebra. A questionnaire measuring math anxiety level, perceptual learning style, and personal demographics was developed and administered to the participants. Math anxiety level was measured...
Show moreThis study investigates the relationships between and among math anxiety level, perceptual learning style (audio, visual, tactile/kinesthetic), age, gender, and math performance. The subjects were 501 community college students taking remedial credit Introductory Algebra and college credit Basic College Algebra. A questionnaire measuring math anxiety level, perceptual learning style, and personal demographics was developed and administered to the participants. Math anxiety level was measured by the Brief Math Anxiety Rating Scale (BMARS), a subscale of Suinn's Math Anxiety Rating Scale (MARS). Perceptual learning style was measured by the Learning Style Inventory-Adapted (LSI-A), an adaptation of the CITE Learning Style Inventory. The results showed that math anxiety level was significantly correlated to one or more learning styles for all groups studied. Math Anxiety level was also significantly correlated to gender but did not have significant correlations with age or math performance. For the female subjects, there were significant positive correlations between math anxiety level and two learning styles: tactile/kinesthetic and audio. For males, there was a significant positive correlation between math anxiety level and audio learning style only. While the math anxiety levels of females were significantly higher than those of males, their course grades were as well. They were also significantly older than the males in the study group and had significantly higher preferences for the visual learning style than the males. Multiple regression analyses were performed with the predictor variables of age, gender, learning style; and the criterion variable math anxiety level. The regression models were statistically significant and predicted up to 15% of the variance in math anxiety level. Multiple regression analyses were performed on subgroups of the original groups. These groups were comprised of the participants who received letter grades from A-F. Those receiving incompletes or withdrawals were not included in this part of the study. The predictor variables for the regressions in these models were: age, gender, math anxiety level, and perceptual learning style. The criterion variable was math performance, measured by the final grade in the course. All but one of the regression models were statistically significant, predicting up to 16% of the variance in math performance. The remedial credit model was not significant. Further research is needed with a more comprehensive learning style instrument and possibly a different measure for evaluating math performance that would also include all the incomplete grades and withdrawals.
Show less - Date Issued
- 1997
- PURL
- http://purl.flvc.org/fcla/dt/12528
- Subject Headings
- Education, Community College, Education, Mathematics, Education, Adult and Continuing, Education, Educational Psychology
- Format
- Document (PDF)