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Title: Attributes that Enable a Virtual High School to go to Scale.
Creator: Diamond, Daryl, Pisapia, John, Florida Atlantic University
Abstract/Description: As our nation demands system-wide improvement, external providers are challenged to scale up educational reform efforts, to implement them more widely, more deeply, and more rapidly than in the past. Virtual high schools come at a time when public education is being challenged by mandates for new forms of educational choice and supplemental services. Replicating success of educational reforms on a large scale is a vexing issue. Failure to scale them up is accredited to the absence of a...
Show moreAs our nation demands system-wide improvement, external providers are challenged to scale up educational reform efforts, to implement them more widely, more deeply, and more rapidly than in the past. Virtual high schools come at a time when public education is being challenged by mandates for new forms of educational choice and supplemental services. Replicating success of educational reforms on a large scale is a vexing issue. Failure to scale them up is accredited to the absence of a practical theory that accounts for the institutional complexities operating on changes of practice. This research developed such a practical theory gleaning attributes from Comprehensive School Reform, Diffusion of Innovation, and Leadership and Scale theories. The purpose of this study was to determine the attributes that contribute to the scalability of the virtual high school. Scalability was separated into two levels; a traditional notion of scaling up reforms, and the more contemporary idea of going to scale. The conceptual framework suggested that scalability was dependent upon the frequency of the attributes associated with these levels. Content analysis was conducted on N = 270 documents pertaining to virtual high schools. A validation subset of N = 137 documents on five specific virtual high schools was used. An attribute checklist assisted the coding, classifying 39 attributes into five mutually exclusive categories, along with seven contextual factors that potentially moderated scalability. Analysis on the validation subset produced similar findings to those of the universal sample set. A statistical model was developed that predicted a large amount (52 %) of the variation of scalability. When scaling up attributes are prevalent both in the innovation's design, the communication channels, and leadership capabilities then going to scale can be achieved O..er time. Specifically, virtual high schools should focus on three significant scaling up attributes: (a) offering quality curriculum aligned to high national/state standards, (b) creating networks with other virtual high school adopters, and (c) strong management, in order to go to scale. The development of a practical theory must include these attributes in order for the virtual high school to go to scale.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000661
Subject Headings: Organizational change--Management, Educational change--Management, Virtual reality in education, School improvement programs
Format: Document (PDF)

Title: Sustaining reform efforts in Broward County schools: A study of the Coalition of Essential Schools.
Creator: Moffitt, Sharon., Florida Atlantic University, Pisapia, John
Abstract/Description: States, districts and schools continuously institute school reforms that propose to meet the needs of all students. Reform efforts come and go at such a rapid pace, it is often difficult for a school to participate in a reform effort long enough to give it a chance to succeed. This study looked at the internal and external contextual factors that contribute to the sustainability of a reform effort within a school. The purpose of this study was to determine the relationship of the level of...
Show moreStates, districts and schools continuously institute school reforms that propose to meet the needs of all students. Reform efforts come and go at such a rapid pace, it is often difficult for a school to participate in a reform effort long enough to give it a chance to succeed. This study looked at the internal and external contextual factors that contribute to the sustainability of a reform effort within a school. The purpose of this study was to determine the relationship of the level of integration of the core values of the Coalition Of Essential Schools (CES) into the management and instructional practices of the school and sustainability of the reform effort. This research is based on the belief that reform efforts must be maintained long enough to become the "way we do things" to have a significant impact on student achievement. Thirty schools within Broward County participated in this study. A survey questionnaire was developed by the researcher and 252 responses were returned. This study employed a quantitative study that was correlational in nature. Principal turnover results were surprising, as principals changed, sustainability rates rose. Findings indicate principal turnover and coordinator turnover had little impact on integration levels of the core values into the school's practices. The correlation between a school's socio economic status and sustainability found that schools with high numbers of students on free and reduced priced lunch had lower rates of sustainability. Research also indicated schools who were CES members for more than four years had high levels of integration of the core values into the school's practices. Finally, research showed that teacher turnover had a significant relationship to the level of integration of the core values of the CES into the school's practices and to the sustainability of the reform effort within the school.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12209
Subject Headings: Coalition of Essential Schools, Educational change--Florida--Broward County--Case studies, Teacher-administrator relationships, School management and organization
Format: Document (PDF)

Title: A Study of the Relationships Among Leadership, Culture, and Student Achievement in Catholic Schools.
Creator: Rodriguez, Sonia, Pisapia, John, Florida Atlantic University
Abstract/Description: This study explores the relationship among leadership style, school work culture, and student achievement in Catholic elementary schools. The relationships (a) between the leader style and student achievement, (b) between the school's work culture and student achievement, and (c) among leaders' styles, school work culture, student achievement and contextual factors were explored. A descriptive design, primarily quantitative and correlational in nature, was employed. It was concluded that...
Show moreThis study explores the relationship among leadership style, school work culture, and student achievement in Catholic elementary schools. The relationships (a) between the leader style and student achievement, (b) between the school's work culture and student achievement, and (c) among leaders' styles, school work culture, student achievement and contextual factors were explored. A descriptive design, primarily quantitative and correlational in nature, was employed. It was concluded that school leadership had an indirect effect on student achievement in parochial schools in Florida. Furthermore, school work culture (school planning, program development, staff development, and assessment) directly impacted student achievement. The contextual variables of socioeconomic status and school size combined did not moderate the relationship among leadership style, school work culture and fourth-grade students' reading achievement scores.
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Date Issued: 2008
PURL: http://purl.flvc.org/fau/fd/FA00000691
Subject Headings: Achievement in education--Florida, Educational leadership--Florida, Catholic Church--Education--Florida, School management and organization--Florida--Decision making
Format: Document (PDF)

Title: Bowling in Different Alleys: A Study of Neighborhood Organizations and Schools.
Creator: Brown, Pamela M., Pisapia, John, Florida Atlantic University
Abstract/Description: This research study explored the nature of the relationship between neighborhood organizations and schools using social capital theory as the conceptual framework. The researcher chose a qualitative multiple case study design to examine three neighborhoods within the same city, their respective neighborhood organizations and the public schools within each neighborhood's boundary. The researcher found that the neighborhood organizations in this study help build social capital through the...
Show moreThis research study explored the nature of the relationship between neighborhood organizations and schools using social capital theory as the conceptual framework. The researcher chose a qualitative multiple case study design to examine three neighborhoods within the same city, their respective neighborhood organizations and the public schools within each neighborhood's boundary. The researcher found that the neighborhood organizations in this study help build social capital through the bonding ties they create with one another, and the bridging ties they form with other organizations and with local public schools. The positive impact of those ties for neighborhood social health, and for the maintenance and improvement of neighborhoods, can be found within each community. This finding adds to what has already been written related to neighborhood organizations and the concept of social capital. The researcher also found that neighborhood organizations faced significant barriers in their attempts to use the bridging ties of social capital to connect with schools in the community. One of the most problematic of those barriers was the attitude of the schools' personnel themselves to matters they believed to be outside of the school gate and therefore beyond their consideration. Nonetheless, the neighborhood organizations did find ways to interact with the schools and some positive impacts have been documented. The concept of enlightened self-interest, rather than simple self-interest or community spiritedness, was found to be a motivator for neighborhood organization members. This finding adds to the existing literature on both social capital and neighborhood organizations, and is significant for future research on why and how social capital is built in communities.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000653
Subject Headings: School management and organization--Case studies, Volunteer workers in community development--Case studies, Social change--United States--21st century--Case studies
Format: Document (PDF)

Title: Changes in high school curricular offerings before and after the implementation of the Florida Comprehensive Assessment Test (FCAT).
Creator: Eyerman, Gina L., Florida Atlantic University, Pisapia, John
Abstract/Description: Changing the educational paradigm has been the focus of state legislatures in many states including Florida. Florida implemented a new version of a state-mandated test, which is the Florida Comprehensive Assessment Test (FCAT) in 1998. A quantitative five-year study of secondary school curricular arrays was conducted to determine course scheduling trends before and after the implementation of the FCAT. Student enrollment was counted in specified courses for 23 comprehensive high schools in...
Show moreChanging the educational paradigm has been the focus of state legislatures in many states including Florida. Florida implemented a new version of a state-mandated test, which is the Florida Comprehensive Assessment Test (FCAT) in 1998. A quantitative five-year study of secondary school curricular arrays was conducted to determine course scheduling trends before and after the implementation of the FCAT. Student enrollment was counted in specified courses for 23 comprehensive high schools in Broward County, Florida for two years before and three years after the implementation of the FCAT. Six contextual variables---dropout rate, ethnic makeup, scheduling platform, school grade, socioeconomic status, and stability rate---were used to determine their impact on the changes that occurred. The study found that student enrollment increased in English and math courses and decreased in remedial and vocational courses since the implementation of the FCAT. This research also found a significant inverse correlation between a stability factor and student enrollment in math courses. The stability factor is the percentage of students enrolled in the same school in October and February of a given school year. A linear regression of the contextual variables and the subject areas being studied found three significant relationships that could be used to predict course enrollment for the following year. The research found that math, social studies, and exceptional student education (ESE) English had a significant relationship with the contextual variables.
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Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/11992
Subject Headings: Education, Secondary--Curricula--United States, Florida Comprehensive Assessment Test
Format: Document (PDF)

Title: Non-Academic Factors Contributing to the Academic Outcomes of Students in a Community College Developmental Education Program.
Creator: Ray, Kenneth Jr., Pisapia, John, Florida Atlantic University
Abstract/Description: The purpose of this study is to identify the relationship of Social Cognitive Career Theory, student engagement, and academic outcomes of community college students emolled in developmental courses over one academic year. Through the combined use of Social Cognitive Career Theory (SCCT) and Student Engagement Theory, the researcher seeks to determine whether there are significant relationships between non-academic factors and academic success. An online version of the Community College Survey...
Show moreThe purpose of this study is to identify the relationship of Social Cognitive Career Theory, student engagement, and academic outcomes of community college students emolled in developmental courses over one academic year. Through the combined use of Social Cognitive Career Theory (SCCT) and Student Engagement Theory, the researcher seeks to determine whether there are significant relationships between non-academic factors and academic success. An online version of the Community College Survey of Student Engagement in combination with a SCCT instrument was completed by 936 students. The collection of data involved a web based database program. An analysis of the data included descriptive and correlational methods to examine these relationships. The results of the study revealed that neither SCCT, nor engagement factors contributed to the students' grade point average (GPA) and persistence. Additionally, when moderated by contextual factors, SCCT and Engagement demonstrated no influence on students' final GPA and persistence during the period of study. The data provided no evidence for an academic outcome predictive model involving SCCT, engagement or contextual factors for community college developmental students.
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Date Issued: 2008
PURL: http://purl.flvc.org/fau/fd/FA00000689
Subject Headings: Motivation in education, Community colleges--United States--Evaluation, Learning, Psychology of, Education, Higher--Social aspects--Evaluation
Format: Document (PDF)

Title: Enrollment management strategies, campus involvement, and goal achievement in public research universities.
Creator: Brown, Michelle Jitka Domas, Florida Atlantic University, Pisapia, John
Abstract/Description: This study investigated the practice of enrollment management in public Research Universities. The study produced six key findings. First, the number of Research universities with an enrollment management plan is slightly lower than universities without a plan. Second, the Enrollment Management Division was the most prevalent organizational structure created. Third, increasing overall enrollment and improving graduation rates were chosen most frequently by the universities as their most...
Show moreThis study investigated the practice of enrollment management in public Research Universities. The study produced six key findings. First, the number of Research universities with an enrollment management plan is slightly lower than universities without a plan. Second, the Enrollment Management Division was the most prevalent organizational structure created. Third, increasing overall enrollment and improving graduation rates were chosen most frequently by the universities as their most important goals. Fourth, technology and physical structure strategies were utilized the most for recruitment. And, policies and procedures strategies were used the most for retention. Fifth, the strategies most frequently used were identified and discussed in greater detail. Finally, four to five was the average number of functional areas involved in the implementation of any goal. The study supports that an enrollment management plan must be unique for each institution and provides considerations for practitioners and leaders of higher education. However, it raises question to the need for a formal written enrollment management plan for success and to the relationship between strategic planning and enrollment management.
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Date Issued: 2002
PURL: http://purl.flvc.org/fau/fd/FADT12015
Subject Headings: Education, Higher--Aims and objectives
Format: Document (PDF)

Title: Florida Student Progression Policies and Their Effect on Student Achievement.
Creator: Wright, Marielena P., Pisapia, John, Florida Atlantic University
Abstract/Description: This study investigated the varied district student progression policies from 9th to lOth grade and their effect on the district-level achievement of the high schools as measured by six categories of FCA T achievement consistent with those that comprise district grades during the 2005-2006 academic year. In Florida, the state assessment policy and the resulting rewards and sanctions policy, known as the Florida A+ Plan, are uniformly defined across districts while the state student...
Show moreThis study investigated the varied district student progression policies from 9th to lOth grade and their effect on the district-level achievement of the high schools as measured by six categories of FCA T achievement consistent with those that comprise district grades during the 2005-2006 academic year. In Florida, the state assessment policy and the resulting rewards and sanctions policy, known as the Florida A+ Plan, are uniformly defined across districts while the state student progression policy simply provides guidelines for districts to follow. This results in varied student progression policies in the 67 school districts within the state. A quantitative study of the district student progression policies for promotion from 9th to lOth grade and student achievement, as measured by the Florida Comprehensive Assessment Test (FCA T), was conducted to determine the effect of varied student progression policies on district FCA T achievement. Five predictor variables, based upon promotion requirements from the 9th to 1Oth grade, - number of credits, the type of credits, the availability of midyear promotion, additional requirements to be met for midyear promotion, and minimum grade point average - the six FCA T based criterion variables; and, two contextual variables - district socioeconomic status (SES) and district size were used in the study. Linear regression analysis was used to find that the inclusion of a minimum grade point average had a significant inverse relationship with FCA T Reading Learning Gains. Additionally, theSES of the district was found to significantly affect the relationship between the midyear promotion of students and FCAT Reading proficiency; the type of credits required for promotion and FCA T Math proficiency; and the minimum number of credits required for promotion and both FCA T Math learning gains and FCA T Reading learning gains of the lowest quartile of students. The second order interaction of district size on the effect of SES on the relationship between the predictor and criterion variables yielded significant moderating effects of district size on the moderating effect of SES for the relationships between the minimum number of credits required for promotion and both FCA T Math proficiency and FCA T Math learning gains.
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Date Issued: 2008
PURL: http://purl.flvc.org/fau/fd/FA00000716
Subject Headings: Academic achievement--Florida--Evaluation, Florida Comprehensive Assessment Test--Evaluation, Educational tests and measurements--Florida--Evaluation, Grading and marking (Students), Educational sociology--Florida
Format: Document (PDF)

Title: Organizational servant leadership and its relationship to secondary school effectiveness.
Creator: Herbst, Joel David., Florida Atlantic University, Pisapia, John
Abstract/Description: The purpose of this study was to determine if schools where higher degrees of servant leadership were practiced performed better than schools that practiced lower degrees of servant leadership. Servant leadership is the understanding and practice of leadership that places the good of those led over the self-interest of the leader. The characteristics of servant leadership include valuing people, developing people, building community, displaying authenticity, providing leadership, and sharing...
Show moreThe purpose of this study was to determine if schools where higher degrees of servant leadership were practiced performed better than schools that practiced lower degrees of servant leadership. Servant leadership is the understanding and practice of leadership that places the good of those led over the self-interest of the leader. The characteristics of servant leadership include valuing people, developing people, building community, displaying authenticity, providing leadership, and sharing leadership. Variables utilized to determine the relationship between servant leadership and school effectiveness included the Florida Comprehensive Assessment Test (FCAT) test scores in writing, reading, mathematics, annual learning gains in mathematics, annual learning gains in reading, annual learning gains made by the lowest 25th percentile of students, attendance, dropout rates, and critical incidents. Additionally, contextual variables were examined to determine their relationship between servant leadership and school effectiveness. Contextual variables included principal tenure, socioeconomic status, ethnicity, and school size. The primary means of data collection for this exploratory quantitative non-experimental study were obtained utilizing the Organizational Leadership Assessment (OLA) instrument developed by James Laub (1999). This study gathered data from 24 high schools (N = 24) in Broward County, Florida. Each school was provided with 46 servant leadership surveys for completion by the school principal, 5 assistant principals, 12 department chairpersons, and 28 instructional staff members. A total of 1,104 servant leadership surveys were distributed and 884 were returned resulting in an 80 percent aggregate return rate. The data were subjected to correctional analyses utilizing a .10 level of significance due to the exploratory nature of the study. The major find of this study was that positive relationships were found to exist between servant leadership and student achievement. The study also found a relationship of bipolarity between servant leadership and ethnicity. However, the study did not find any significant relationship between other contextual variables and servant leadership. In general, in schools where greater degrees of servant leadership are being practiced, students are achieving at a higher rate than in schools were lower degrees of servant leadership are being practiced. The findings lend support to the conclusion that principals who embed the characteristics of servant leadership throughout their organizations may expect high levels of student achievement, particularly in mathematics, reading, and annual learning gains.
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Date Issued: 2003, 2003
PURL: http://purl.flvc.org/fcla/dt/12066
Subject Headings: Educational leadership, School improvement programs, School principals, School management and organization
Format: Document (PDF)

Title: Specific learning disability services: Benefit or risk?.
Creator: Braynen, Viva, Florida Atlantic University, Pisapia, John
Abstract/Description: The educational reforms of the last two decades have placed an increased demand on accountability and refocused efforts toward maximum achievement for all students, including those with disabilities. The goals of such reforms are that no child is left behind in achieving high standards. Under these reforms, exceptional education students who seek to earn a standard high school diploma are being held to the same standards as regular education students. This study provides information on the...
Show moreThe educational reforms of the last two decades have placed an increased demand on accountability and refocused efforts toward maximum achievement for all students, including those with disabilities. The goals of such reforms are that no child is left behind in achieving high standards. Under these reforms, exceptional education students who seek to earn a standard high school diploma are being held to the same standards as regular education students. This study provides information on the achievement of students with specific learning disabilities (SLD) in the standard diploma program in the Broward County School system. Students included in this study, were in the 10th grade during the 2003-2004 school year and were administered the 10th grade Sunshine State Standards (SSS) FLAT. They also were enrolled in the standard diploma program and had been diagnosed with a Specific Learning Disability. In addition, enrollment in the Broward County School system for a minimum of seven consecutive years was mandatory along with having FCAT SSS scores in both reading and math for three consecutive years. A sample of all of the students (N=278) that met the specified criteria was utilized. To investigate the relationship among the variables---achievement, ESE services, socioeconomic status, ethnicity, and gender---correlations, descriptive statistics, and regressions were used. Some of the findings were that students have a higher pass rate on the math achievement test (57 percent passed) than they do on the reading achievement test (32 percent passed). However, Black, Hispanic, and White students did not benefit equally from ESE services. Further, a statistically significant moderate correlational relationship exists between FCAT reading and FCAT math scores. This research explained less than a quarter of the variation in the achievement levels analyzed; therefore, further longitudinal research is needed to continue to evaluate the effectiveness of special education programs.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12184
Format: Document (PDF)

Title: The impact of community college presidents' mentoring practices on protege success.
Creator: Ray, Magdala T., Florida Atlantic University, Pisapia, John
Abstract/Description: Filling the pipeline to the community college presidency with diverse and qualified candidates who mirror the demographics of the student population and who are prepared to lead amidst the complexity of the 21st century institution can be accomplished through a variety of strategies. This study focuses on the impact of current community college presidents' mentoring activities on the career advancement of their proteges---in whom they see the potential to fulfill the requirements for...
Show moreFilling the pipeline to the community college presidency with diverse and qualified candidates who mirror the demographics of the student population and who are prepared to lead amidst the complexity of the 21st century institution can be accomplished through a variety of strategies. This study focuses on the impact of current community college presidents' mentoring activities on the career advancement of their proteges---in whom they see the potential to fulfill the requirements for community college leadership as a president. The profile of contextual factors (age, gender, ethnicity, geographic location and duration of the mentoring relationship) and mentoring activities developed through this study reveals that current community college presidents are involved in guiding their proteges by teaching the job, providing challenge, and teaching the politics of the job. They are helping their proteges through career help, protection and sponsorship, and they are encouraging their proteges through career counseling, friendship and demonstrated trust. Of the contextual factors and mentoring activities, the two which are most significant in predicting protege career advancement are the duration of the mentoring relationship and the teaching of the politics of the job. Implications and recommendations derived from this study include training and development of mentor/protege relationships within the community college system for better awareness and understanding of the mentoring activities and continued emphasis on increased mentoring opportunities for minorities.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/12102
Subject Headings: Mentoring in education, College teachers--In-service training, Educational leadership, Community college presidents--United States, Community college administrators, Career development--United States
Format: Document (PDF)

Title: A comparison of the teaching styles of full-time and part-time community college faculty.
Creator: Johnson, Cynthia Smyth., Florida Atlantic University, Pisapia, John
Abstract/Description: The purpose of this study was to compare the teaching styles of full-time and part-time community college faculty. The Principles of Adult Learning Scale (PALS) and a modification of the PALS for students were used to measure teaching style. The PALS identifies the extent to which an instructor prefers a learner-centered or a teacher-centered style. The sample was comprised of 31 full-time and 42 part-time randomly selected faculty from seven Florida community colleges and 925 students. Six...
Show moreThe purpose of this study was to compare the teaching styles of full-time and part-time community college faculty. The Principles of Adult Learning Scale (PALS) and a modification of the PALS for students were used to measure teaching style. The PALS identifies the extent to which an instructor prefers a learner-centered or a teacher-centered style. The sample was comprised of 31 full-time and 42 part-time randomly selected faculty from seven Florida community colleges and 925 students. Six hypotheses were tested. The findings are summarized here: (1) There was a significant difference between full-time and part-time faculty in teaching style as measured by faculty self-report. Full-time faculty have a more teacher-centered preference than part-time faculty. (2) There was a significant difference between full-time and part-time faculty in teaching style as measured by student perception. Students perceived full-time faculty as more teacher-centered than part-time faculty. (3) There was a significant difference between faculty and student perceptions of teaching style. Students perceived faculty as more teacher-centered than faculty perceived themselves. (4) Faculty characteristics accounted for 17.4% of the variance in mean faculty PALS scores. (5) Student characteristics accounted for 4.2% of the variance in mean faculty PALS scores. (6) Course variables accounted for 47.7% of the variance in mean faculty PALS scores. Additional findings included: (1) Both full-time and part-time community college faculty prefer a teacher-centered style. (2) Students are more satisfied with the overall teaching style of part-time faculty than the teaching style of full-time faculty. (3) In regard to teaching style, part-time faculty are less influenced by the expectations of colleagues than full-time faculty. (4) As the number and percentage of faculty employed part time at community colleges have increased, the reasons adjunct faculty accept part-time employment have changed.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12617
Subject Headings: Community college teachers, Adult education, Teaching
Format: Document (PDF)

Title: From one generation to the next: A case study of Holocaust education in Illinois.
Creator: Ellison, Jeffrey Alan., Florida Atlantic University, Pisapia, John, Berger, Alan L.
Abstract/Description: Currently a debate is underway concerning the current state of Holocaust education in the United States. Some scholars believe that its overall state is quite healthy, while others believe that it is in deep need of repair. To date, the literature about Holocaust education does not allow the debate to be answered because even the most basic analytic information is lacking: who teaches it, where it is taught, when it is taught, how it is taught, and why it is taught. For purposes of this study...
Show moreCurrently a debate is underway concerning the current state of Holocaust education in the United States. Some scholars believe that its overall state is quite healthy, while others believe that it is in deep need of repair. To date, the literature about Holocaust education does not allow the debate to be answered because even the most basic analytic information is lacking: who teaches it, where it is taught, when it is taught, how it is taught, and why it is taught. For purposes of this study a new Holocaust questionnaire was developed and sent to a random sampling of public high schools in Illinois. Two research questions were formulated. The first was to answer those aforementioned basic analytic questions. The second was to ascertain those factors that cause particular schools to emphasize Holocaust education more than other schools. Two major hypotheses were considered in relation to emphasis: school-related factors and teacher-related factors. Correlations and multiple regression analyses were performed in order to ascertain those factors most statistically associated with emphasis. Given the limitations of the model, most factors that related to emphasis were directly or indirectly related to teacher training and preparation in Holocaust education.
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Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/11979
Subject Headings: Holocaust, Jewish (1939-1945)--Study and teaching--Illinois, Holocaust, Jewish (1939-1945), in textbooks
Format: Document (PDF)

Title: Leading Transformational Change: A Study of Internationalization at Three Universities in the United States.
Creator: Hurd, Duncan L., Pisapia, John, Florida Atlantic University
Abstract/Description: Globalization, the integration of markets and the shrinking of boundaries both figurative and real, provides the context in which institutions of higher education have considered a change to their culture, curricula, and composition in recent years. Increasingly, the response ofunjversities to globalization is to bring a greater international dimension to their teaching, research, and service; a process known as internationalization. The purpose of this study was to identify the change...
Show moreGlobalization, the integration of markets and the shrinking of boundaries both figurative and real, provides the context in which institutions of higher education have considered a change to their culture, curricula, and composition in recent years. Increasingly, the response ofunjversities to globalization is to bring a greater international dimension to their teaching, research, and service; a process known as internationalization. The purpose of this study was to identify the change strategies that allowed three regional public universities to internationalize their campuses. The qualitative multi-site research design incorporated a critical case strategy with participants who led, facilitated, and/or implemented the change process. Data collection was obtained through interviews, documents, and direct observation. The analysis consisted of pattern matching facilitated by two-dimensional matrices. Leading change in higher education has been related to moving cemeteries and herding cats and therefore may seem like a cruel hoax; but as this study reports it need not be so. The study found that a highly integrated, non-linear change process Jed to successful internationalization. An expanding number of champions who constantly communicated a motivating vision and who opportunistically pursued creative strategies to internationalize resulted in cascading layers of buy-in throughout the university. This buy-in was not only an effect, but a change strategy in its own right; and was a primary focus of those leading the change effort. These universities institutionalized change through various structural and programmatic means. The change process concluded with a transformed institution that incorporated an international dimension into the culture, life, and work of the university. The findings were compared and contrasted to Kotter's ( 1996) eight stages of leading change and Eckel and Kezar's (2003) model for transformation in higher education. Neither fully explained this study's cross-case findings, and a new model for leading transformational change in institutions of higher education was proposed; one which builds on the strengths of Kotter's and Eckel and Kezar's models, but which addresses their limitations as well.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000670
Subject Headings: Education--Curricula--Cross-cultural studies, Educational leadership, School management and organization--Decision making, Inclusive education--United States, Educational change, Education, Higher--Philosophy
Format: Document (PDF)

Title: The threat of school choice and changes in public school organizations.
Creator: Thompson, Jeanethe D., Florida Atlantic University, Pisapia, John
Abstract/Description: This study tested the assumption that faced with the threat of losing students via vouchers public school principals would make changes in their organizational practices to improve their schools and avoid this occurrence. Two variables were investigated: (a) the level of threat and (b) school organizational practices. Data were collected using a 55-item mail survey-questionnaire, structured to assess changes in school organizational practices perceived by teachers at the randomly selected...
Show moreThis study tested the assumption that faced with the threat of losing students via vouchers public school principals would make changes in their organizational practices to improve their schools and avoid this occurrence. Two variables were investigated: (a) the level of threat and (b) school organizational practices. Data were collected using a 55-item mail survey-questionnaire, structured to assess changes in school organizational practices perceived by teachers at the randomly selected schools. The School Organization Teacher Survey was field-tested twice to check reliability and validity. Cronbach alpha values were 0.88 and 0.93 for the pilots. The unit of analysis for this study was the school. Eight hundred (800) surveys were sent to 160 schools; 331 representing 112 schools were completed and returned for a response rate of 71.3%. Descriptive statistics, multiple regression, and analysis of variance techniques were utilized to determine whether and to what degree relationships existed between the independent variable of grade and threat and the dependent variable of change in the organizational practices by the principals. The results of this study are consistent with the literature on public school choice or market theory. First, a strong relationship was found between school choice and changes in school organizational practices. Faced with the voucher threat, Florida public school principals made changes in teaching conditions, enhancing opportunities for student learning, and encouraging parental involvement. Second, the level of threat felt dictated the level of response by principals. Principals at low performing schools felt a greater sense of urgency and responded more quickly and to a greater degree. Principals at high performing schools, on the other hand, did not feel this threat and did not make changes in their organizational practices. The results from this provide support for the use of choice as a mechanism for school reform, since, as the results indicate, principals made changes in their practices to improve the performance of their students when faced with the threat of losing students to other schools through vouchers or opportunity scholarships.
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Date Issued: 2004
PURL: http://purl.flvc.org/fau/fd/FADT12107
Subject Headings: School choice--United States, School management and organization--United States, Educational equalization--United States, Charter schools--United States, Privatization in education--United States
Format: Document (PDF)

Title: The use of strategic leadership actions by deans in Malaysian and American public universities.
Creator: Yasin, Malmuz Z., Florida Atlantic University, Pisapia, John
Abstract/Description: The purpose of this descriptive non-experimental study was to determine if significant relationships exist between the leaders' use of strategic leadership actions and their success as perceived by their followers, and mediated by environmental contexts, and demographics. The participants in this study 3were 124 university professors and 22 Deans from Florida Atlantic University, Universiti Putra Malaysia, and Universiti Teknologi Malaysia. The participants were chosen via a random stratified...
Show moreThe purpose of this descriptive non-experimental study was to determine if significant relationships exist between the leaders' use of strategic leadership actions and their success as perceived by their followers, and mediated by environmental contexts, and demographics. The participants in this study 3were 124 university professors and 22 Deans from Florida Atlantic University, Universiti Putra Malaysia, and Universiti Teknologi Malaysia. The participants were chosen via a random stratified sampling. They were asked to response to 77 questions on the Strategic Leadership Questionnaire ((SLQ), which was developed based on Pisapia's theory of Strategic leadership. The data collected was analyzed through multiple regression and correlation techniques to ascertain the hypothesized relationships. The criterion variable involved in this study was leader success as interpreted by the professors. The predictor variables were the adaptive actions employed by the Deans as interpreted by the professors. Environmental context and demographic variables serve as control variables. The results of the study revealed that the SLQ was reliable, even though the construct validity of the SLQ was not supported. The instrument is strongly recommended for use in measuring Pisapia's theory of strategic leadership. The study also found that successful leaders use a wider array of leadership strategies than less successful leaders. There was also a significant difference between the array of action sets used by successful Dean's in Malaysian and American Universities and the array of action sets used by less successful Dean's in Malaysian and American Universities. Therefore, these findings are supportive of Pisapia's proposition that leaders often fail because they are trained in and rely upon a linearity of thinking mindset, which does not work in situations characterized by ambiguity and complexity that requires them to be flexible and change oriented.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12203
Subject Headings: Educational leadership--United States, Educational leadership--Malaysia, Education and globalization
Format: Document (PDF)

Title: The relationship between school climate and school performance in Miami-Dade County's schools of choice.
Creator: McLean, Dyona V., Florida Atlantic University, Pisapia, John
Abstract/Description: The purpose of the study was to determine whether a relationship exists between school climate and school performance in Miami Dade County's schools of choice. More specifically, the study sought to determine: (a) the climate in Miami Dade County's magnet programs/schools of choice; (b) whether high performing (A/B) magnet programs schools have a different climate than low performing (D/F) magnet programs/schools of choice; (c) if the relationship between school climate and school performance...
Show moreThe purpose of the study was to determine whether a relationship exists between school climate and school performance in Miami Dade County's schools of choice. More specifically, the study sought to determine: (a) the climate in Miami Dade County's magnet programs/schools of choice; (b) whether high performing (A/B) magnet programs schools have a different climate than low performing (D/F) magnet programs/schools of choice; (c) if the relationship between school climate and school performance is moderated by contextual factors; and (d) if a model can be developed to predict school performance using the variables in the study. Archival data was retrieved from the Florida Department of Education (FLDOE) website to determine school performance and from Miami Dade County Public Schools' (MDCPS') website, District Profiles and Statistical Abstracts from 1998-1999 to 2003-2004 to determine school climate. The MDCPS' data is based on survey responses from The School Climate Survey that is administered annually to 100 parents, staff and students in all 356 K-12 schools. Four questions guided the research and nine related hypotheses aligned to specific questions were analyzed and presented. The school was the unit of study. The results from School Climate Responses for 73 magnet programs/schools representing 12 percent of Miami Dade County Public Schools' 356 schools were analyzed. After determining a mean score for each selected item in the survey, the overall mean scores for each year was computed. The analysis employed a variety of procedures including Analysis of Variance (ANOVA), graphical analyses and Multiple Regression/Correlational Analyses. The study has implications for policy makers at the state and district level, principals, teachers and parents as they relate to reduction of school size and a trend towards schools-within-a school or theme schools. There are also issues that will inform future research and leadership development at the university level.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12210
Subject Headings: School management and organization--Florida--Miami-Dade County, School environment--Florida--Miami-Dade County, Education--Aims and objectives--Florida--Miami-Dade County, Educational leadership, School management and organization
Format: Document (PDF)

Title: Knowledge management: Processes and strategies used in United States research universities.
Creator: Coukos-Semmel, Eleni Dianne, Florida Atlantic University, Pisapia, John
Abstract/Description: In the fields of organizational studies and business management there has been a growing emphasis on the practice of knowledge management (KM)---the process of generating, codifying, and transferring information assets for increased organizational performance. This once-theoretical discipline is expanding into other sectors such as higher education institutions. The purpose of this study was to (a) assess the use of KM and the strategies which further its use in research universities, (b)...
Show moreIn the fields of organizational studies and business management there has been a growing emphasis on the practice of knowledge management (KM)---the process of generating, codifying, and transferring information assets for increased organizational performance. This once-theoretical discipline is expanding into other sectors such as higher education institutions. The purpose of this study was to (a) assess the use of KM and the strategies which further its use in research universities, (b) examine relationships between use and efficiency of the strategies and the effectiveness of KM, (c) develop a classification model for KM effectiveness, and (d) determine the critical success factors for KM effectiveness. A 43-item survey (rating strategies and processes on two dimensions---"use" and "importance") was adapted from a benchmarking tool created by Arthur Andersen Consulting and the American Productivity and Quality Center. The field test concluded that the instrument was reliable (96%) and a panel of experts validated the content (72% agreement rate). The survey was distributed to 1285 administrators at the 257 public and private United States research universities. Three hundred (300) participants from 161 universities responded. The response rate, calculated by number of organizations responding, was 62.6%. Descriptive statistics and inferential analyses (analysis of variance, correlational analysis, and discriminant analysis) were employed. Five key findings were discovered. First, universities demonstrated an above moderate level (above 3 on a 5-point Likert scale) "use" of strategies and a below moderate level "use" of processes. Second, technology was the most implemented strategy, and measurement was the least. Third, notable differences between public and private universities were found regarding use of leadership strategy and transfer process. Fourth, the proposed discriminant model for classifying institutions by KM effectiveness level was 76% accurate. Variance in KM Effectiveness ranged from 46.6% (measurement) to 30.1% (culture). Finally, the most critical factors for effective KM centered around technology and measurement strategies. Tactics within each of these strategies were further identified to enable higher education leaders to increase KM effectiveness. Other considerations are highlighted for organizations wishing to implement a KM initiative, and recommendations are made for further research.
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Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/11983
Subject Headings: Knowledge management
Format: Document (PDF)

Title: The Relationship of Parent Involvement on Student Achievement.
Creator: Jerome, Bonnie Peyton, Pisapia, John, Florida Atlantic University
Abstract/Description: This study investigated the relationship of the use of parent involvement strategies and school performance and how contextual factors affected this relationship. The study employed a non-experimental quantitative design with the school as the unit to frame its data collection and analysis. The Parent Involvement Inventory ( PII) was field-tested with the Broward County Schools to check reliability and validity. Results revealed a .72 Cronbach alpha score for the instrument. The variables...
Show moreThis study investigated the relationship of the use of parent involvement strategies and school performance and how contextual factors affected this relationship. The study employed a non-experimental quantitative design with the school as the unit to frame its data collection and analysis. The Parent Involvement Inventory ( PII) was field-tested with the Broward County Schools to check reliability and validity. Results revealed a .72 Cronbach alpha score for the instrument. The variables studied were (a) parental involvement strategies, (b) school performance, and (c) contextual factors. Six parent involvement categories were investigated and divided into sub-categories to answer the research questions. Seventy-eight K-12 schools in Palm Beach County, Florida formed the sample for the study with a response rate of 71 percent. Data were first collected on the parental involvement strategies used by the schools then related to school performance. The major data collection instrument- Parent Involve Inventory (Pll) was designed to correspond with the following purposes of the study: (a) To determine the difference in type and frequency of parent involvement strategies and (b) to develop a model based on these actions that can be used by principals to increase their school's parent involvement. The data collected was analyzed using Statistical Package for Social Sciences (SPSS) version 11.0 through descriptive statistics, multiple regression, and correlations to determine if significant relationships existed. The analyses identified the parent involvement strategies that improve student achievement: (a) Communicating, (b) learning at home, (c) regular homework, (d) participation in PTA, and (e) information about community arts and school performance. In addition, the analyses identified contextual factors that increased the relationship of parent involvement and school performance, such as (a) students with disabilities; (b) multiple parent involvement staff moderated learning at home strategies; and (c) school level moderated parenting and decision making strategies. Conclusions, implications for practice, and future research are discussed.
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Date Issued: 2006
PURL: http://purl.flvc.org/fau/fd/FA00000671
Subject Headings: Parent and child--Education--United States, Parental influences--United States, Academic achievement, Education--Parent participation
Format: Document (PDF)

Title: The Relationship of Transformational Leadership and Reading Achievement in Broward County, Florida Charter Schools.
Creator: Freeland, Jennifer, Florida Atlantic University, Pisapia, John
Abstract/Description: Charter schools have dramatically increased in number in Florida and throughout the country. In Florida, charter schools must meet the achievement standards developed through the A Plus Plan. The purpose of this study was to examine the relationship of transformational leadership and reading achievement in Broward County, Florida charter schools. Transformational leadership was defined using the model developed by Kenneth Leithwood (Leithwood, Jantzi, & Steinbach, 1999). Transformational...
Show moreCharter schools have dramatically increased in number in Florida and throughout the country. In Florida, charter schools must meet the achievement standards developed through the A Plus Plan. The purpose of this study was to examine the relationship of transformational leadership and reading achievement in Broward County, Florida charter schools. Transformational leadership was defined using the model developed by Kenneth Leithwood (Leithwood, Jantzi, & Steinbach, 1999). Transformational leaders are those that demonstrate, charisma/inspiration/vision, intellectual stimulation, individual consideration, contingent reward, high performance expectations, goal consensus, modeling, culture building, and structuring. Charter schools in Broward County, Florida were surveyed using the "Nature of School Leadership Survey" (Leithwood & Jantzi, 1995). The results of the survey in each transformational leadership dimension were correlated with reading achievement measured in learning gains. No significant relationships were found. Further, the relationships were analyzed to determine if contextual variables SES, size and configuration moderated the relationship. None of the contextual variables moderated the relationships. Finally, the population of charter schools was divided into thirds based on level of reading achievement gains to determine if the top and bottom third of schools used transformational leadership differently. No significant difference was found.
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Date Issued: 2006
PURL: http://purl.flvc.org/fau/fd/FA00000665
Format: Document (PDF)

Educational leadership (5)	+ -
School management and organization (4)	+ -
Academic achievement--Evaluation. (2)	+ -
Classroom management. (2)	+ -
Dissertations, Academic -- Florida Atlantic University (2)	+ -

Educational leadership--Florida (2)	+ -
Educational leadership. (2)	+ -
Effective teaching. (2)	+ -
Leadership -- Psychological aspects (2)	+ -
Learning, Psychology of (2)	+ -
Master teachers. (2)	+ -
Performance standards. (2)	+ -
School improvement programs (2)	+ -
School improvement programs. (2)	+ -
Strategic planning (2)	+ -
Teacher effectiveness. (2)	+ -
Teacher-student relationships. (2)	+ -
Academic achievement (1)	+ -
Academic achievement -- United States (1)	+ -
Academic achievement--Florida--Evaluation (1)	+ -
Academic achievement. (1)	+ -
Achievement in education (1)	+ -
Achievement in education--Florida (1)	+ -
Action research in education. (1)	+ -
Adult education (1)	+ -
Career development--United States (1)	+ -
Catholic Church--Education--Florida (1)	+ -
Charter schools--United States (1)	+ -
Coalition of Essential Schools (1)	+ -
College presidents. (1)	+ -

Universities and colleges--United States--Administration (2)	+ -
Academic achievement--Florida--Broward County (1)	+ -
Catholic Church--Education--Florida (1)	+ -
Charter schools--Florida--Broward County (1)	+ -
Children with disabilities--Education--United States (1)	+ -

College attendance--United States (1)	+ -
Educational accountability--United States (1)	+ -
Educational leadership--Florida (1)	+ -
Educational leadership--Florida--Broward County (1)	+ -
Learning disabled children--Education--United States (1)	+ -
Motivation in education--Florida (1)	+ -
Public universities and colleges--Research--United States (1)	+ -
Research institutes--United States (1)	+ -
School improvement programs--Florida--Broward County (1)	+ -
School management and organization--Florida (1)	+ -
School management and organization--Florida--Broward County (1)	+ -
Special education--United States--Evaluation (1)	+ -

Florida Atlantic University (35)	+ -
Pisapia, John (35)	+ -
College of Education (12)	+ -
Department of Educational Leadership and Research Methodology (12)	+ -
Adamo, Lauren (1)	+ -

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