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- Title
- WOMEN UNIVERSITY PRESIDENTS WHO BREAK THROUGH THE GLASS CEILING: AT WHAT PRICE?.
- Creator
- Volnick, Stacy Ann, Floyd, Deborah, Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
- Abstract/Description
-
On average, the American university president is a white man in his early 60s. Progress has been slow for women in this role. This study examined the university presidency with a focus on the woman president experience. The hypothesis was that based on factors such as the glass ceiling and glass cliff, gender affects the experiences of women university presidents. The purpose of this study was to understand the personal and professional meaning-making of breaking through the glass ceiling for...
Show moreOn average, the American university president is a white man in his early 60s. Progress has been slow for women in this role. This study examined the university presidency with a focus on the woman president experience. The hypothesis was that based on factors such as the glass ceiling and glass cliff, gender affects the experiences of women university presidents. The purpose of this study was to understand the personal and professional meaning-making of breaking through the glass ceiling for women who have held or currently hold the position of president in higher education. The research methodology selected for this study was qualitative with a phenomenological design. There were two guiding research questions, which serve to understand the essence of the experiences of women who serve or have served in the role of president in higher education. The research questions are (a) how do women perceive the impact of the glass ceiling and/or the glass cliff on negotiating the role of university president from ascension to attainment? and (b) how do women university presidents perceive the price they have paid, personally and professionally, for breaking through the glass ceiling? The study sample size consisted of seven current or former women university presidents. The data collection method was semi-structured interviews. This study served to provide insight that may help identify support systems for women in the workplace, changes in perceptions of women in leadership, and how gender roles unfold in both the personal and professional lives of women university presidents
Show less - Date Issued
- 2022
- PURL
- http://purl.flvc.org/fau/fd/FA00014085
- Subject Headings
- University presidents, Women college presidents, Glass ceiling (Employment discrimination), Glass cliff (Employment discrimination), Women, Educational leadership
- Format
- Document (PDF)
- Title
- Why Parents Choose Non-Denominational Private Schools for Their Children: Preferences In International Settings.
- Creator
- Segovia Bonet, Jorge, Reyes-Guerra, Daniel, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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This study offers a better understanding of the reasons why parents from six different countries across the Western hemisphere chose private, non-denominational schools for their children’s education. The findings deepen the knowledge in what is currently an underdeveloped field of research in education. The overarching research question was: What are the primary reasons why parents chose a private nondenominational school in Mexico, Spain, Costa Rica, United States, United Kingdom, and South...
Show moreThis study offers a better understanding of the reasons why parents from six different countries across the Western hemisphere chose private, non-denominational schools for their children’s education. The findings deepen the knowledge in what is currently an underdeveloped field of research in education. The overarching research question was: What are the primary reasons why parents chose a private nondenominational school in Mexico, Spain, Costa Rica, United States, United Kingdom, and South Africa for their children’s education? To explore this question in depth, the researcher considered five sub-questions and employed a grounded theory qualitative research design. Data were collected twofold through focus groups and individual interviews and analyzed iteratively to develop a fresh theoretical perspective on the topic of parent school choice. Extant literature explains that the most frequent reasons to choose a private school include quality of education, location, participation of parents and being able to be heard, financial resources, and parents’ prior educational experiences. Contributing to the literature, this study revealed four major reasons for private school selection: consideration of private education as an investment for the future, smaller class size, the opportunity for students and their families to establish social contacts, and the academic quality of the school. In addition, three reasons specific to certain countries were identified: importance of learning the English language, quality of the facilities, and extended school day. Finally, eight additional secondary reasons were found including: international character of the school, happiness of the students in the school, distance from parents’ home, quality of the environment, prestige or tradition of the school, private management and organization, values and ethos of the school, and the non-denominational nature of the school. These findings can help private—and public—school administrators make better decisions to improve the quality of their educational offerings in knowing what parents most value. Parents may also find value in understanding the factors for consideration when evaluating public versus private school options. Finally, recommendations for practice and research for the field of education are offered.
Show less - Date Issued
- 2019
- PURL
- http://purl.flvc.org/fau/fd/FA00013260
- Subject Headings
- Private schools, Parents, School choice, International
- Format
- Document (PDF)
- Title
- WHAT’S SCHOOL GOT TO DO WITH IT?PERCEPTIONS OF THE EDUCATIONAL EXPERIENCES OF YOUTH WHO HAVE EXPERIENCED INTERRUPTIONS TO THEIR PUBLIC SCHOOL EDUCATION.
- Creator
- Judd, Leslie, Mountford, Meredith, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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In today’s educational climate highly focused on accountability, often measured through high stakes testing and graduation rates, it is critical that school leaders return to a focus on the initial aim of public education and ensure all students are afforded a quality education until graduation. Unfortunately, over 25,000 school-aged children in Florida are arrested for a felony offense annually, which is just one of many paths leading to an interruption in their learning and often entrance...
Show moreIn today’s educational climate highly focused on accountability, often measured through high stakes testing and graduation rates, it is critical that school leaders return to a focus on the initial aim of public education and ensure all students are afforded a quality education until graduation. Unfortunately, over 25,000 school-aged children in Florida are arrested for a felony offense annually, which is just one of many paths leading to an interruption in their learning and often entrance to the school-to-prison pipeline. Additionally, these students are often not allowed to return or have their return to traditional school settings postponed by being placed at alternative school settings. The purpose of this qualitative phenomenology study was to describe the K-12 educational experience as perceived by males ages 15-21 who had an interruption in their education while attending a public school in Florida. The perceptions of the K-12 educational experiences were generally defined as what each participant reported as his personal experience while attending a K-12 public educational setting.
Show less - Date Issued
- 2020
- PURL
- http://purl.flvc.org/fau/fd/FA00013611
- Subject Headings
- Educational administration, Educational leadership, Educational policy
- Format
- Document (PDF)
- Title
- West Indian Immigrant Women: The Higher Education Lived Experiences of Undergraduate and Graduate Students at Florida Atlantic University.
- Creator
- Lalla, Shireen, Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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This phenomenological study explored the perceptions and lived experiences of female West Indian immigrant students as they academically and socially acculturated while attending Florida Atlantic University (FAU). Snowball techniques were employed to select 11 female immigrant West Indian undergraduate and graduate students living in southeastern Florida and attending FAU. Data were gathered from two in-depth one-on one interviews with each participant. Stories emerged that highlight the...
Show moreThis phenomenological study explored the perceptions and lived experiences of female West Indian immigrant students as they academically and socially acculturated while attending Florida Atlantic University (FAU). Snowball techniques were employed to select 11 female immigrant West Indian undergraduate and graduate students living in southeastern Florida and attending FAU. Data were gathered from two in-depth one-on one interviews with each participant. Stories emerged that highlight the immigrant experiences of these female West Indian students. Such narratives have been lacking in the higher education literature about how this population of women persists in colleges and universities in the United States (U.S.). Six findings emerged that constituted the acculturation and adjustment experiences of these women: 1) family influence, 2) financial difficulties, 3) emotional and physical challenges, 4) institutional support, 5) women’s empowerment, and 6) host society adaptation. In conclusion, female West Indian immigrant students are a valuable asset and provide a tremendous benefit to higher education institutions in the U.S. in terms of cultural and academic contributions that they offer. More attention needs to be paid towards better preparing university staff, administrators, and faculty. This can lead to increased retention and graduation rates. The study gives voice to these women whose lived experiences in higher education have been so seldom addressed. Analysis of their experiences suggests a plan of action that includes: family engagement programming, on-campus financial support, student health services outreach, healthier dining options, mentorship programs, immigrant student support services department, online community support, faculty, cultural awareness, and immigrant student programming. Recommendations for future research are also discussed.
Show less - Date Issued
- 2019
- PURL
- http://purl.flvc.org/fau/fd/FA00013227
- Subject Headings
- Women--West Indies, Immigrant students, Acculturation, Phenomenology--Research
- Format
- Document (PDF)
- Title
- Was I Ready? The Perceptions of Preparedness of New Student Affairs Professionals Who Served as Graduate Assistants.
- Creator
- Byard, Lisa A Samuda, Laanan, Frankie Santos, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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According to higher education preparation standards, students who complete master’s preparation programs in student affairs should not only be acquiring skills and knowledge, they should be socialized into the field of student affairs Master’s level preparation programs in college student personnel or higher education leadership are often coupled with a graduate assistantship so that students are able to obtain valuable theory-to-practice experience This additional experience becomes...
Show moreAccording to higher education preparation standards, students who complete master’s preparation programs in student affairs should not only be acquiring skills and knowledge, they should be socialized into the field of student affairs Master’s level preparation programs in college student personnel or higher education leadership are often coupled with a graduate assistantship so that students are able to obtain valuable theory-to-practice experience This additional experience becomes complementary to the work the graduate student is doing in the classroom and thus becomes a practical learning opportunity After completing a preparation program, a former master’s student will most likely move into an entry-level position in student affairs, such as residence hall director, student activities coordinator, judicial affairs coordinator, or a fraternity/sorority coordinator However, despite this common career pathway, there has been limited research regarding the role a student affairs graduate assistantship plays in assisting students in their socialization and transition into the field and how this prepares these new student affairs professionals for their first position post-master’s degree Thirteen new professionals in student affairs who graduated from two preparation programs in the southeastern region of the United States participated in this basic interpretive qualitative study The purpose of this basic interpretive qualitative study was to examine and describe the experience of new student affairs professionals who held a graduate assistantship in student affairs during their graduate preparation program and the role, if any, the graduate assistantship played in their perceptions of preparedness Based on the findings of this study, the graduate assistantship in student affairs indeed plays a role in the perceptions of preparedness of these new professionals The overarching themes that emerged using Schlossberg’s (1984) transition theory as the analytical lens were mentorship, hands-on experience, peer interactions, and financial enticement The findings from this study align with and expand upon the existing student affairs literature, and provide awareness to student affairs practitioners and higher education leadership faculty on how to best support new professionals as they transition into the field of student affairs
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004743
- Subject Headings
- Student affairs administrators--In-service training--United States, Student affairs administrators--Supervision of--United States, Student affairs administrators--Professional relationships--United States, Educational leadership, Mentoring in education, Education, Higher--Administration, Student counselors--Training of
- Format
- Document (PDF)
- Title
- Virtual science instructional strategies: a set of actual practices as perceived by secondary science educators.
- Creator
- Gillette, Tammy J., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this proposed research study was to identify actual teaching practices/instructional strategies for online science courses. The identification of these teaching practices/instructional strategies could be used to compile a set of teaching practices/instructional strategies for virtual high school and online academy science instructors. This study could assist online science instructors by determining which teaching practices/instructional strategies were preferred for the...
Show moreThe purpose of this proposed research study was to identify actual teaching practices/instructional strategies for online science courses. The identification of these teaching practices/instructional strategies could be used to compile a set of teaching practices/instructional strategies for virtual high school and online academy science instructors. This study could assist online science instructors by determining which teaching practices/instructional strategies were preferred for the online teaching environment. The literature reviewed the role of online and face-to-face instructional strategies, then discussed and elaborated on the science instructional strategies used by teachers, specifically at the secondary level. The current literature did not reflect an integration of these areas of study. Therefore, the connectedness of these two types of instructional strategies and the creation of a set of preferred instructional practices for online science instruction was deemed necessary. For the purpose of this study, the researcher designed a survey for face-to-face and online teachers to identify preferred teaching practices, instructional strategies, and types of technology used when teaching high school science students. The survey also requested demographic data information from the faculty members, including years of experience, subject(s) taught, and whether the teacher taught in a traditional classroom or online, to determine if any of those elements affect differences in faculty perceptions with regard to the questions under investigation. The findings from the current study added to the literature by demonstrating the differences and the similarities that exist between online and face-to-face instruction. Both forms of instruction tend to rely on student-centered approaches to teaching., There were many skills that were similar in that both types of instructors tend to focus on implementing the scientific method. The primary difference is the use of technology tools that were used by online instructors. Online instructors tend to rely on more technological tools such as virtual labs. A list of preferred instructional practices was generated from the qualitative responses to the open-ended questions. Research concerned with this line of inquiry should continue in order to enhance both theory and practice in regard to online instruction.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/2182083
- Subject Headings
- Distance education, Computer-assisted instruction, Science, Study and teaching (Secondary), Computer-assisted instruction, Education, Effect of technological innovations on, Teaching, Aids and devices
- Format
- Document (PDF)
- Title
- Virtual K-12 leadership: a postmodern paradigm.
- Creator
- Tucker, Tommy N., Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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This phenomenological, mixed-method study compared and contrasted virtual K- 12 school leadership with traditional face-to-face leadership. All 106 participants served for a minimum of two years in each setting. The study was conducted in two phases in order to reveal consensus and dissensus points of view. Conceptually, a postmodern framework was used to deliberately create spaces for new leadership ideas to emerge through surveys and interviews. The data included teachers and leaders from...
Show moreThis phenomenological, mixed-method study compared and contrasted virtual K- 12 school leadership with traditional face-to-face leadership. All 106 participants served for a minimum of two years in each setting. The study was conducted in two phases in order to reveal consensus and dissensus points of view. Conceptually, a postmodern framework was used to deliberately create spaces for new leadership ideas to emerge through surveys and interviews. The data included teachers and leaders from charter, district, and state virtual K-12 schools. Phase one of the study used a modified Delphi methodology, consisting of an Internet-based survey and semantic differential survey. The second phase was a round of interviews, seeking similarities and differences between leadership in the two domains. Using the lens of postmodernism, the nuances of difference arising from contextual factors were examined, along with the often-unheard voices of dissensus within the ranks of virtual K-12 leaders and teachers. Among the major findings, the study revealed no significant differences in leadership between traditional and virtual K-12 leaders. A new paradigm of “leadership by design” was uncovered as one possible means of innovating through virtual K-12 leadership.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004168, http://purl.flvc.org/fau/fd/FA00004168
- Subject Headings
- Education -- Effect of technological innovations on, Educational leadership, School management and organization, Virtual work teams
- Format
- Document (PDF)
- Title
- The vestiges of Brown: an analysis of the placements of African American principals in Florida public schools (2010-2011).
- Creator
- Nesmith, Leo, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to examine and describe the relationship between a school's percentage of African American students enrolled and the placement of an African American principal for all of Florida's K-12 traditional public schools during the academic year 2010-2011. This study also sought to determine if this relationship was moderated by each school's level, size, letter grade, socioeconomic status (FRL), gender of principal, as well as gender and race of the presiding district...
Show moreThe purpose of this study was to examine and describe the relationship between a school's percentage of African American students enrolled and the placement of an African American principal for all of Florida's K-12 traditional public schools during the academic year 2010-2011. This study also sought to determine if this relationship was moderated by each school's level, size, letter grade, socioeconomic status (FRL), gender of principal, as well as gender and race of the presiding district superintendent. Lastly, the relationship between each moderator variable and the placement of African American principals was examined. The ultimate objective was to determine if limited opportunities still widely exist in the placement of African American principals throughout Florida. ... From a legal perspective, although Brown and its progeny of civil rights laws valiantly set out to eliminate race and racism from schools and in the workplace, the findings revealed that race continues to be a factor in determining inequity in principal placements.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fcla/dt/3362578
- Subject Headings
- Racism in education, Discrimination in education, Law and legislation, African American educators, Faculty integration, Education, Urban, Political aspects
- Format
- Document (PDF)
- Title
- UP, DOWN, AND ALL-AROUND: THE SWIRLING-TRANSFER STUDENT ATHLETE EXPERIENCE AT ATHLETIC STATE UNIVERSITY.
- Creator
- Swingle, Ethan C., Salinas Jr., Cristobal, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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Intercollegiate athletics have become an integral part of campus life (Shulman & Bowen, 2001), and have grown exponentially in the resources universities put forth to participate in this extracurricular activity (Clotfelter, 2011). One of the biggest evolutions of intercollegiate athletics has been student athlete transfer (Cooper & Hawkins, 2014); however, little research has been conducted on the transfer student athlete, or the transfer student athlete experience (Cooper & Hawkins, 2014)....
Show moreIntercollegiate athletics have become an integral part of campus life (Shulman & Bowen, 2001), and have grown exponentially in the resources universities put forth to participate in this extracurricular activity (Clotfelter, 2011). One of the biggest evolutions of intercollegiate athletics has been student athlete transfer (Cooper & Hawkins, 2014); however, little research has been conducted on the transfer student athlete, or the transfer student athlete experience (Cooper & Hawkins, 2014). As such, the purpose of this instrumental case study (Stake, 1995) was to discover and describe the experiences and perceptions of swirling-transfer student athletes at Athletic State University. A purposive sample included nine student athletes, four coaches, and six athletic department staff interviewed and observed to gain a holistic experience of the swirling-transfer phenomenon, with multiple supporting documents also collected and analyzed.
Show less - Date Issued
- 2019
- PURL
- http://purl.flvc.org/fau/fd/FA00013418
- Subject Headings
- Student-athletes, Intercollegiate athletics, College athletes, Students, Transfer of
- Format
- Document (PDF)
- Title
- UNPACKING THE LATINO MEN COLLEGE STUDENTS’ LEADERSHIP EXPERIENCES.
- Creator
- Izaguirre, Juan M., Salinas Jr., Cristobal, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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In this qualitative study, learning and engaging in leadership among Latino men college students enrolled at institutions of higher education were examined. The purpose of this narrative study was to explore the stories of how Latino men college students become leaders. Furthermore, this study aimed to understand how Latino men college students engaged in leadership and how they transferred their leadership knowledge between institutions of higher education and their home communities. A...
Show moreIn this qualitative study, learning and engaging in leadership among Latino men college students enrolled at institutions of higher education were examined. The purpose of this narrative study was to explore the stories of how Latino men college students become leaders. Furthermore, this study aimed to understand how Latino men college students engaged in leadership and how they transferred their leadership knowledge between institutions of higher education and their home communities. A narrative design was used to study the stories and experiences (Clandinin, 2006; Connelly & Clandinin, 1990) of eight Latino men college students. Oral histories such as storytelling are a generational avenue within the Latin* community (Bordas, 2001; Delgado, 2002: Marrun, 2020; Rodriguez, 2011). Two semi-structured interviews were used to gather the data from the participants and data was analyzed using two cycles of coding. Lozano’s (2015) Latina/o Leadership Journey was used as the theoretical framework for this study to answer the three research questions focused on how Latino men college students became leaders, engaged in leadership, and transferred their leadership knowledge within their communities. There are three findings to this study that are focused on how Latino men college students become leaders, Latino men’s leadership engagement, and transferring leadership knowledge in different communities. The three findings had two to three themes that support the findings. Each of the findings address and answer the three research questions. Recommendations for policy, practice, and future research are also addressed to support the lived experiences of Latino men college students in their process to become leaders.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014251
- Subject Headings
- College students, Hispanic American men, Leadership
- Format
- Document (PDF)
- Title
- University educational leadership technology course syllabi alignment with state and national technology standards.
- Creator
- Iudica, Angela M., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this study was to determine the degree of alignment to national and state standards in public and private university educational leadership certification programs in the state of Florida. The standards used were the National Educational Technology Standards for Administrators (NETS-A) and the Florida Principal Leadership Standard for Technology (FPLST). A total of 16 university technology leadership course syllabi were examined. Nine syllabi were obtained from 11 public...
Show moreThe purpose of this study was to determine the degree of alignment to national and state standards in public and private university educational leadership certification programs in the state of Florida. The standards used were the National Educational Technology Standards for Administrators (NETS-A) and the Florida Principal Leadership Standard for Technology (FPLST). A total of 16 university technology leadership course syllabi were examined. Nine syllabi were obtained from 11 public universities and seven were obtained from 11 private universities in Florida. Syllabi were examined using rubrics and assigned to one of three categories: definitely aligned, somewhat aligned and not aligned. A percentage was calculated for each type of school and degree of alignment to national and state standards to determine degree of alignment of syllabi. Inferential statistics were used to compare the degree of alignment between public and private universities. Alignment to national standards was more prevalent in syllabi from public universities than private universities while no significant relationship existed between the type of university and state standards. No inferential tests were conducted comparing traditional course syllabi with blended and online course syllabi, as the sample size of online courses was too small. The study found that technology leadership courses are being offered in a majority of Florida's educational leadership programs, indicating a growing commitment to the field. Although most universities offer a course in technology leadership, syllabi are not addressing some key national and state standards., Several recommendations were made including provide experiential learning opportunities for aspiring administrators based on national and state standards, assess current administrators in their knowledge of the NETS-A, provide ongoing district professional development to ensure current administrators are well prepared and promote the NETS-A as national guidelines in technology leadership. Syllabi should address new and emerging technology issues and be created as a best product model addressing all mandated state and national technology standards. National and state technology standards have a strong influence on leadership preparation and must be based on the best research with input from practitioners and higher education faculty.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3332250
- Subject Headings
- Teachers, Certification, Standards, Educational technology, Standards
- Format
- Document (PDF)
- Title
- UNDER PRESSURE: EXPLORING SCHOOL LEADERSHIP CHANGES PERICOVID-19 AND POST-GEORGE FLOYD USING AN ABDUCTIVE APPROACH.
- Creator
- Su-Keene, Eleanor, Bogotch, Ira, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
- Abstract/Description
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In the last two years, the United States has been greatly impacted by the global health pandemic of COVID-19 and a renewed national recognition of racial injustice catalyzed by the murder of George Floyd. These crises have created extensive pressures for school leaders to revamp their policies and procedures to ensure physiological safety and address systemic racism in schools, respectively. The purpose of this qualitative study was to explore how school principals dealt with and reacted to...
Show moreIn the last two years, the United States has been greatly impacted by the global health pandemic of COVID-19 and a renewed national recognition of racial injustice catalyzed by the murder of George Floyd. These crises have created extensive pressures for school leaders to revamp their policies and procedures to ensure physiological safety and address systemic racism in schools, respectively. The purpose of this qualitative study was to explore how school principals dealt with and reacted to COVID-19 and the murder of George Floyd and the pressures of this crisis context. Guided by multiple contextual lenses and theoretical frameworks, this study used an abductive analysis approach to uncover surprising and anomalous data to build renewed understandings in educational leadership. In doing so, I discovered elements of healthcare and sensemaking around life and death that led to the integration of a healthcare humanization framework. Together, this study found that principals adopted new or shifted roles and identities that focused on humanizing practices. Principals became first responders; mediators of health, political, and humanizing communications; needs-based leaders; civil rights leaders; and leaders who sought agency by supporting others in uncontrollable situations. These changes were embedded in systems that remained acontexual and dehumanistic that created tensions for leaders to navigate. These findings supported the early developments of a humanizing leadership peri-crisis framework to elucidate leaders’ responses in crisis contexts particularly when loss is imminent. This research is significant because the literature on theoretical frameworks for crisis school leadership is small and even fewer studies have operationalized humanizing school leadership practices. Recommendations based on the findings are also proposed for researchers, practitioners, and policy-makers.
Show less - Date Issued
- 2022
- PURL
- http://purl.flvc.org/fau/fd/FA00014074
- Subject Headings
- Educational leadership, COVID-19, Floyd, George, 1973-2020., School leadership
- Format
- Document (PDF)
- Title
- TRANSITIONAL TURBULENCE: THE RELATIONSHIP BETWEEN ORGANIZATIONAL CULTURE, POWER, AND AN INCOMING PRINCIPAL.
- Creator
- Varo-Haub, Amy L., Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
This qualitative case study explored the changing relationships and cultural evolution that occurred over the course of the initial year of a principal transition within a private upper school. Collected data included interviews, observations, and documents. All data were reviewed and analyzed in order to understand the experience that the transitioning principal, administrators, faculty, college counselors, and staff encountered during the course of the transition. The conceptual framework...
Show moreThis qualitative case study explored the changing relationships and cultural evolution that occurred over the course of the initial year of a principal transition within a private upper school. Collected data included interviews, observations, and documents. All data were reviewed and analyzed in order to understand the experience that the transitioning principal, administrators, faculty, college counselors, and staff encountered during the course of the transition. The conceptual framework of this study was based on a social constructivist mindset and was ethnographic in nature: the researcher understood and defined the culture and transition experience through data synthesis, revealing varied interpretations of the culture and transition on the place and self.
Show less - Date Issued
- 2019
- PURL
- http://purl.flvc.org/fau/fd/FA00013424
- Subject Headings
- Corporate culture, School principals, Educational leadership
- Format
- Document (PDF)
- Title
- Transformational learning and self-efficacy: an investigation into their role in prophylactic mastectomy.
- Creator
- Gordon, Faith, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Breast cancer affects one in eight women in the United States. Estimated new breast cancer cases for 2012 in the U.S. are 229,060 women (American Cancer Society, 2012). For all women it is important to be informed regarding all current treatment options. For women in high-risk categories of breast cancer it is even more important. Risk-reducing strategies for women at high-risk of breast cancer include surveillance, chemoprevention, and bilateral prophylactic mastectomy. Prophylactic...
Show moreBreast cancer affects one in eight women in the United States. Estimated new breast cancer cases for 2012 in the U.S. are 229,060 women (American Cancer Society, 2012). For all women it is important to be informed regarding all current treatment options. For women in high-risk categories of breast cancer it is even more important. Risk-reducing strategies for women at high-risk of breast cancer include surveillance, chemoprevention, and bilateral prophylactic mastectomy. Prophylactic mastectomy reduces the risk of breast cancer by excision of most breast tissue. Breast cancer among those initially diagnosed as high-risk is 90-94.3% (Hartmann et al., 1999). This procedure entails serious surgeries with numerous physical, social, and emotional ramifications and is not without side effects. The patient has the right to be informed and base her decision-making on the suitability of the procedure for herself. This research describes six (6) woman’s experiences, focusing on the role of transformational learning and self-efficacy, as these women progressed through the stages. Prophylactic mastectomy is radical, irreversible, and costly at the onset. The procedure may preclude a whole lifetime of surgeries, radiation, and chemical treatments. If this treatment is the right fit, and has been fully researched, balanced with options, family history, genetic predisposition, personal concerns, and anxiety levels, along with physician recommendations, a woman should consider pursuing it.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004374, http://purl.flvc.org/fau/fd/FA00004374
- Subject Headings
- Control (Psychology), Educational leadership, Health behavior, Mastectomy -- Decision making, Mastectomy -- Psychological aspects, Organizational learning, Self efficacy, Women -- Medical care, Women's health services
- Format
- Document (PDF)
- Title
- Transformational experiences of African American women: their critical reflections as former migrants who evolved from harvest of shame to seeds of hope.
- Creator
- McLaughlin-Jones, Idell, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Narrative inquiry was the qualitative method utilized to collect stories related to former migrant African American females who transformed their lives from migrant workers and found alternative career paths. Sustained poverty among migratory workers created a disenfranchised culture of uneducated citizens. A large part of this labor force was women. It was expected that this culture of poverty would perpetuate itself through generations. The universal stereotypes associated with impoverished...
Show moreNarrative inquiry was the qualitative method utilized to collect stories related to former migrant African American females who transformed their lives from migrant workers and found alternative career paths. Sustained poverty among migratory workers created a disenfranchised culture of uneducated citizens. A large part of this labor force was women. It was expected that this culture of poverty would perpetuate itself through generations. The universal stereotypes associated with impoverished migrants were so ingrained that overwhelmingly the majority of migrants accepted a life of poverty as prophesy. However, some former migrant African American women defied odds and rose above the cumulative effects of poverty. The major findings of this study revealed factors that significantly contributed to their success in a variety of professional careers: consistent family support, adaptive coping skills, catalyst for change, transformative learning, and meaningful relationships with non-family members, and commitment to community service. Sub-findings emerged that revealed that these additional factors also contributed to their success: value placed on education, strong belief in God, and leadership skills.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004305, http://purl.flvc.org/fau/fd/FA00004305
- Subject Headings
- Experiential learning, Harvest of Shame (Motion picture), Learning by discovery, Migrant agricultural laborers -- Education, Social values, Transformative learning, United States -- Social conditions -- 20th century
- Format
- Document (PDF)
- Title
- Transformation of Palm Beach Community College to Palm Beach State College: a case study.
- Creator
- Basiratmand, Mehran, Floyd, Deborah L., Maslin-Ostrowski, Patricia, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this single-site case study was to examine the organization and leadership change process of Palm Beach State College, a publicly funded institution in Florida, as it embarked on offering bachelor’s degree programs. The study examined the organizational change process and the extent to which Palm Beach State College’s organization transformation aligned with the eight stages of John Kotter’s (1996, 2012) Change Management Model. This qualitative research was conducted using...
Show moreThe purpose of this single-site case study was to examine the organization and leadership change process of Palm Beach State College, a publicly funded institution in Florida, as it embarked on offering bachelor’s degree programs. The study examined the organizational change process and the extent to which Palm Beach State College’s organization transformation aligned with the eight stages of John Kotter’s (1996, 2012) Change Management Model. This qualitative research was conducted using triangulation of data collection and analysis methods via interviews, observations, and document review. This study found that the organizational transformation was a success, and that while expanding its offerings, the college remained true to its core mission. Kotter’s model was found to be appropriate to examine the change process, and the college was well aligned in all but the final stage of the model. This research contributes to the body of knowledge in the field of higher education, primarily for two-year colleges embarking on the endeavor of organizational change process to confer baccalaureates.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fau/fd/FA0004005
- Subject Headings
- Community colleges -- Florida, Organizational change – Florida, State universities and colleges -- Florida, Palm Beach State College
- Format
- Document (PDF)
- Title
- Time Orientation and the Ability to Envision the Distant Future of Higher Education in a Community College.
- Creator
- Diaz, Gisela M., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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Although temporal issues affecting organizations and leaders have been researched, time orientation (preference for one or more of the present, past, and future time frames) and visioning ability of change agents within organizations remain open for additional investigation. This exploratory survey study compared self-reported time orientation (TO) and visioning ability ratings of administrators and faculty at a community college. The research added to the extant literature by contextualizing...
Show moreAlthough temporal issues affecting organizations and leaders have been researched, time orientation (preference for one or more of the present, past, and future time frames) and visioning ability of change agents within organizations remain open for additional investigation. This exploratory survey study compared self-reported time orientation (TO) and visioning ability ratings of administrators and faculty at a community college. The research added to the extant literature by contextualizing the measures of the key constructs and extending the research to a novel setting. Scores for all three time frames were assessed in contrast to studies that emphasize future orientation. In addition, TO measures were obtained using an instrument constructed specifically for organizations (Fortunato & Furey, 2009). An adapted version of a visioning ability by Thoms and Blasko (1999) was constructed to address a specified time depth (the distant future) and domains relevant to higher education. Administrators reported significantly higher ratings than faculty on Future TO and visioning ability measures. Future TO scores for faculty were lower in relation to scores on the other two TO scales, but no within-group TO differences were found for administrators. A multiple regression model indicated that Future TO was the best predictor of visioning ability. Faculty teaching in the Associate of Science areas had higher Present TO scores than those teaching in the Associate of Arts programs. TO and visioning ability did not change as a function of gender, age, culture, and years of experience in higher education. The interpretation of the findings was limited by the lack of benchmarks that allow for meaningful comparisons across organizations, and by a continued need to establish construct and predictive validity for the key measures. The research has implications for hiring decisions, for staff development, and for temporal profiling in organizations interested in envisioning the distant future.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00005927
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, Education, Higher, Community colleges--Faculty., Community colleges--Administration., Time perspective., Organizational change.
- Format
- Document (PDF)
- Title
- Third age adult English language learners in informal library settings.
- Creator
- Cassell, Mary Anne., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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There is little research-based and theoretical literature about adult education or English literacy classes in nonformal settings such as library literacy programs in the community (Mathews-Aydinli, 2008; McCook & Barber, 2002b). The purpose of this phenomenological case study was to explore the motivation, learning supports, learning barriers, and program change recommendations of Third Age Learners in a nonformal library ESOL setting. This study provides insight into the demographic...
Show moreThere is little research-based and theoretical literature about adult education or English literacy classes in nonformal settings such as library literacy programs in the community (Mathews-Aydinli, 2008; McCook & Barber, 2002b). The purpose of this phenomenological case study was to explore the motivation, learning supports, learning barriers, and program change recommendations of Third Age Learners in a nonformal library ESOL setting. This study provides insight into the demographic variable of linguistically-isolated Third Age English Language Learners (ELLs) participating in a library conversationally-based ESOL program. The results can guide libraries offering services, as well as those considering offering services to these customers (American Library Association [ALA], 2008a). Data collected included in-depth, face-to-face interviews, classroom observations, documents, learner and teacher essays, researcher journals, and analytic memos. The researcher coded all data with NVIv o 8 qualitative software then half of the data was coded with Atlas-TI 5 software by a second coder. A thematic analysis was completed in order to triangulate the data. The purposeful sample consisted of 21 participants at a Florida library adult ESOL program which included 11 learners and 10 teachers. The 11 learners were selected based on their ethnic background, predominantly those of Hispanic background. Eight learner findings and four teacher-perceived findings were identified in this study., The learner findings included: (a) to understand people at work; (b) to find or expand employment; (c) to practice conversation, pronunciation, listening, grammar and language rules; (d) to meet and get to know people; (e) assiduous teaching; (f) self-directed learning strategies support second language learning success; (g) more publicity, more classes, tutoring, language learning labs, study skills classes, and classroom management training; and (h) lack of family/community support and opportunities to practice English. Teacher-perceived findings mirrored learner findings (a) through (f) and (h), and included: (a) to increase teacher support, communications, and training; (b) to encourage the use of library resources: children's materials; language and music CDs; audiovisual materials, and Internet websites; (c) libraries are safe, supportive, and welcoming environments; and (d) how the give and take between learners and teachers is helpful to both. Discussion of the findings, conclusions, and recommendations are included.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3174503
- Subject Headings
- English language, Study and teaching, Foreign speakers, Minorities, Education, Language arts, Adult education, Self-actualization (Psychology) in middle age, Second language acquisition
- Format
- Document (PDF)
- Title
- The Wicked Decision Maker: A Collective Case Study of Senior Student Affairs Officers Responding to At-risk Student Retention.
- Creator
- Camp, Aarika C., Watlington, Eliah, Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this collective case study was to discover the decision-making processes used by senior student affairs officers when making wicked decisions related to the retention of specialized, at-risk student populations. Wicked decisions are complex, resistant to resolutions, lead to other problems, and are essentially unique. In this study, decisions related to retention of Black males; students with mental health issues; and lesbian, gay, bisexual, transgender, and queer student...
Show moreThe purpose of this collective case study was to discover the decision-making processes used by senior student affairs officers when making wicked decisions related to the retention of specialized, at-risk student populations. Wicked decisions are complex, resistant to resolutions, lead to other problems, and are essentially unique. In this study, decisions related to retention of Black males; students with mental health issues; and lesbian, gay, bisexual, transgender, and queer student retention fall within the wicked problem category and were the focus of this study. These decisions are usually the responsibility of divisions of student affairs in higher education settings and the senior student affairs officer. Hence, the senior student affairs officer is tasked with making responsible and effective decisions that foster the success of all students. This dissertation focused on the decision-making processes, practices, and procedures student affairs officers use to support the retention of select special populations served in higher education.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004985, http://purl.flvc.org/fau/fd/FA00004975
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, Student affairs administrators., Dropouts--Prevention., Student affairs services--United States--Decision making--Case studies.
- Format
- Document (PDF)
- Title
- The University Journey of STEM Transfer Students.
- Creator
- Rich, Nancy, Mountford, Meredith, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this qualitative study was to understand the feelings and experiences of state college transfer STEM students regarding transfer from the state college to the university. The 25 participants in this study were asked to describe their feelings about the transfer process. Data were gathered from the interviews and from a review of short journals and documents. It was hoped that the experiences of successful transfer students would help illustrate the feelings present when these...
Show moreThe purpose of this qualitative study was to understand the feelings and experiences of state college transfer STEM students regarding transfer from the state college to the university. The 25 participants in this study were asked to describe their feelings about the transfer process. Data were gathered from the interviews and from a review of short journals and documents. It was hoped that the experiences of successful transfer students would help illustrate the feelings present when these STEM transfer students enter the university as juniors and compete with native juniors or juniors who began their collegiate experiences as freshmen at the university. Each participant had varied experiences and feelings from the experience. There was no one process that each student traveled through. Findings included: financial influences on decision-making, inconsistencies in advising causing anxieties, hands on learning impacts persistence, negative connotations for transfer students, class size impacts difficulty, the importance of university transfer orientation, and areas in need of improvement. During participant interviews, the issue of finance and budgeting was the most prevalent topic. Participants found that their state college advisors did not always understand their intended career paths causing confusion and anxiety. They valued hands on experiences provided by state college professors who encouraged them to continue their education. The increased class size at the university was disconcerting to many study participants. At the state college professors had open-door policies for students with questions or in need of extra assistance with course materials. Participants felt that the classification of transfer student had some negative connotations at the university. Students were reluctant to be singled out as state college transfer students. In addition, transfer orientation was viewed by older participants as demeaning. Participants were asked about changes they would make in the transfer process. The link programs seemed to be under promoted. A database for immigration information was suggested. Participants also suggested changes to transfer student orientation. This study was limited to 25 successful transfer students. The results should not be generalized to a larger population, but instead provide ideas for future policy discussions and research.
Show less - Date Issued
- 2018
- PURL
- http://purl.flvc.org/fau/fd/FA00013110
- Subject Headings
- Transfer students, STEM, Qualitative research
- Format
- Document (PDF)