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Title: Closing the Loop: Student Leader Perceptions of Their Leadership Development at a State University.
Creator: Burke, Katie Gale, Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Collegiate leadership development opportunities that enhance student’s leadership skills are on the rise. This study sought to understand how students perceive their own leadership development prior to entering college and at an institution that has prioritized leadership development in recent years. Through this single-case study, 51 undergraduate student leaders completed a questionnaire that resulted in a descriptive student leader profile and open-ended responses. From those 51 students,...
Show moreCollegiate leadership development opportunities that enhance student’s leadership skills are on the rise. This study sought to understand how students perceive their own leadership development prior to entering college and at an institution that has prioritized leadership development in recent years. Through this single-case study, 51 undergraduate student leaders completed a questionnaire that resulted in a descriptive student leader profile and open-ended responses. From those 51 students, 14 were a part of focus groups. There were three focus groups in total with four, seven, and three participants respectively. From the 14 participants, five volunteered for individual interviews to identify their perceptions of their leadership development in their own words. The research questions for this study were: What are the inputs and environmental influences that shape college students’ leadership development output from the student perspective; and, how do college students describe and understand their leadership development? The descriptive profile and close-ended responses are reviewed in chapter four and report four major findings. The first finding was “Mom made me do it”: The Influence of Family and Experiences Precollege, and the second finding was The What and Who Behind These Students’ Leadership Development in College: Purposeful Experiences and People. The third finding was The Why Behind These College Students’ Engagement in Leadership Development, which encompassed four themes to describe the reasons these students’ are interested in leadership development: encouragement from others, aspirations, self-development, and motivation to support causes they have grown to want to serve and for which they want to develop. The fourth finding was Soft Skills - Not Clear in the Terminology of These Student Leaders, Clear in Their Behaviors and included ways of defining soft skills and the exemplification of student leaders’ soft skills. Conclusions and recommendations are offered in chapter six including the proposal of a new model, Closing the Loop in College, developed from the pattern of findings that emerged in this study inclusive of reflective meaning making in college as essential for these leaders’ development.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004997, http://purl.flvc.org/fau/fd/FA00004987
Subject Headings: Dissertations, Academic -- Florida Atlantic University, State universities and colleges., Leadership., College students.
Format: Document (PDF)

Title: The Wicked Decision Maker: A Collective Case Study of Senior Student Affairs Officers Responding to At-risk Student Retention.
Creator: Camp, Aarika C., Watlington, Eliah, Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: 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.
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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 Social Construction Of Teachers and the Teaching Profession Among Florida State Legislators from 1984 to 2015.
Creator: Crespo, Janny, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: Public officials at the state level currently are called upon to create, evaluate, and implement policies that assess the effectiveness of teacher performance and hold teachers accountable for student achievement. Therefore, understanding the social construction of the teaching profession among those public officials is crucial to understanding the impact of the policy agenda on the work of teachers as well as being essential to exercising influence on the policy process itself. This study...
Show morePublic officials at the state level currently are called upon to create, evaluate, and implement policies that assess the effectiveness of teacher performance and hold teachers accountable for student achievement. Therefore, understanding the social construction of the teaching profession among those public officials is crucial to understanding the impact of the policy agenda on the work of teachers as well as being essential to exercising influence on the policy process itself. This study was an analysis of legislation regarding teacher accountability in an effort to provide insight into how the Florida State Legislature socially constructs the teaching profession. This study used a qualitative methodology to place teachers, as a group, in Schneider and Ingram’s (1993) typology of target populations and made use of historical analysis to trace the changes that have occurred in the social construction of teachers during the period from 1984-2015. In doing so, it found teachers are negatively constructed with a positive power component, correspondingly labeled contenders, on Schneider and Ingram’s typology. Ultimately, the effect of the pressures placed upon teachers has been to create projections of ongoing teacher shortages and to discourage potential candidates from pursuing the profession.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00005928
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Education and state--Florida., Social constructionism., Teachers--Florida., Florida. Legislature
Format: Document (PDF)

Title: Time Orientation and the Ability to Envision the Distant Future of Higher Education in a Community College.
Creator: Diaz, Gisela M., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Although temporal issues affecting organizations and leaders have been researched, time orientation (preference for one or more of the present, past, and future time frames) and visioning ability of change agents within organizations remain open for additional investigation. This exploratory survey study compared self-reported time orientation (TO) and visioning ability ratings of administrators and faculty at a community college. The research added to the extant literature by contextualizing...
Show moreAlthough temporal issues affecting organizations and leaders have been researched, time orientation (preference for one or more of the present, past, and future time frames) and visioning ability of change agents within organizations remain open for additional investigation. This exploratory survey study compared self-reported time orientation (TO) and visioning ability ratings of administrators and faculty at a community college. The research added to the extant literature by contextualizing the measures of the key constructs and extending the research to a novel setting. Scores for all three time frames were assessed in contrast to studies that emphasize future orientation. In addition, TO measures were obtained using an instrument constructed specifically for organizations (Fortunato & Furey, 2009). An adapted version of a visioning ability by Thoms and Blasko (1999) was constructed to address a specified time depth (the distant future) and domains relevant to higher education. Administrators reported significantly higher ratings than faculty on Future TO and visioning ability measures. Future TO scores for faculty were lower in relation to scores on the other two TO scales, but no within-group TO differences were found for administrators. A multiple regression model indicated that Future TO was the best predictor of visioning ability. Faculty teaching in the Associate of Science areas had higher Present TO scores than those teaching in the Associate of Arts programs. TO and visioning ability did not change as a function of gender, age, culture, and years of experience in higher education. The interpretation of the findings was limited by the lack of benchmarks that allow for meaningful comparisons across organizations, and by a continued need to establish construct and predictive validity for the key measures. The research has implications for hiring decisions, for staff development, and for temporal profiling in organizations interested in envisioning the distant future.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00005927
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Education, Higher, Community colleges--Faculty., Community colleges--Administration., Time perspective., Organizational change.
Format: Document (PDF)

Title: Mastery in the Therapeutic Relationship: Comparing the Emotional Behavior of a Master Therapist with Professional Therapists and Its Impact on Their Clients.
Creator: Diaz, Patricia M., Peluso, Paul R., Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: A quasi-experimental, between groups design was used to evaluate differences in emotional behavior, as measured by the Specific Affect Coding System (SPAFF), between professional therapists and their clients and a master therapist and his client. This coding system also was used to determine how emotional behavior shown by a master therapist changes over the course of six psychotherapy sessions. The research team recorded counseling sessions at a university counseling center in the...
Show moreA quasi-experimental, between groups design was used to evaluate differences in emotional behavior, as measured by the Specific Affect Coding System (SPAFF), between professional therapists and their clients and a master therapist and his client. This coding system also was used to determine how emotional behavior shown by a master therapist changes over the course of six psychotherapy sessions. The research team recorded counseling sessions at a university counseling center in the southeastern United States and coded this video data using SPAFF in real time. Data were analyzed quantitatively to determine whether significant differences in SPAFF codes exist between the master therapist, professional therapists at the university counseling center, and their respective clients. Results indicated that the master therapist showed significantly more neutral and less negative affect than his counterparts at the university in both sessions one and four. The master therapist’s client showed significantly more neutral affect and less negative in session one and significantly more positive affect and less negative affect in session four.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004964, http://purl.flvc.org/fau/fd/FA00004954
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Behavior., Psychotherapists., Therapist and patient., Psychotherapy--Practice., Affect (Psychology).
Format: Document (PDF)

Title: A Comparative Look at Student and Faculty Perceptions of Professors at a State College.
Creator: Duff, Suzanne M., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Research shows that there is a disconnect between student and faculty perceptions in a range of areas. One area that has not been researched is comparing student and faculty perceptions regarding desirable and undesirable traits in professors. The purpose of this mixed methods study was to identify what students perceive are the most and least desirable qualities in professors, and how those qualities affect their overall college experience. This study also identified what professors thought...
Show moreResearch shows that there is a disconnect between student and faculty perceptions in a range of areas. One area that has not been researched is comparing student and faculty perceptions regarding desirable and undesirable traits in professors. The purpose of this mixed methods study was to identify what students perceive are the most and least desirable qualities in professors, and how those qualities affect their overall college experience. This study also identified what professors thought students perceive as the most and least desirable qualities in professors, and how those qualities affect students’ overall college experience. The findings indicate that the largest disparity in perceptions between students and faculty was faculty perception that students rate them based on class rigor and assigned grades, which were two of the least important qualities according to students. The largest similarity that faculty and students agreed upon is that students desire professors who are knowledgeable, passionate, engaging, and able to connect with students. Both groups also perceive that students do not like professors who are boring and monotone. In addition, students and professors agree that students perceive professors as playing an important role in their lives that affect their ability to learn, the grades they receive, and also impact their overall college experience and trajectory in life. The two groups differed when describing how professors’ undesirable qualities can negatively affect students’ emotions and self-confidence. Faculty and students were in agreement in a variety of areas, but they were disconnected in several areas as well. This is a problem as we move into the future. Cox (2009) said, “the traditional college student is no longer the typical college student” (p. 7), especially when it comes to state and community colleges. Professors would benefit from listening to students instead of assuming that their ratings are untrustworthy and based on how hard or easy the class was or what grade they received. The researcher asserts, along with others in the literature, that expertise in content area is no longer good enough to be an effective educator in higher education. Faculty also need to be experts in understanding students.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004967, http://purl.flvc.org/fau/fd/FA00004957
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Teacher-student relationships., College teachers., Student evaluation of teachers.
Format: Document (PDF)

Title: The Influence of Cultural Intelligence (CQ) on Faculty Leadership.
Creator: Ellis, Althia, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The study was born out of a deep concern that there have been missed opportunities to apply cultural intelligence to enrich leadership, instruction, and learning. In particular, direct interaction and observation of students from multicultural backgrounds have revealed the value in adjusting one’s mindset to creating a more inclusive learning environment. The purpose of the study was to examine the influence of cultural intelligence on faculty leadership. The problem addressed was the growing...
Show moreThe study was born out of a deep concern that there have been missed opportunities to apply cultural intelligence to enrich leadership, instruction, and learning. In particular, direct interaction and observation of students from multicultural backgrounds have revealed the value in adjusting one’s mindset to creating a more inclusive learning environment. The purpose of the study was to examine the influence of cultural intelligence on faculty leadership. The problem addressed was the growing need for faculty to expand their cultural intelligence to enable them to demonstrate exemplary leadership in 21st century classrooms. The study measured the cultural intelligence of faculty using the Cultural Intelligence Scale (CQS). Faculty members’ leadership was measured using the Leadership Practices Inventory Self (LPI-Self). This quantitative study used associational and survey methods to predict scores and explain associations among variables. Overall, behavioral CQ and cognitive CQ had a greater influence on the following leadership practices: Model the Way, Inspire a Shared Vision, and Challenge the Process. For the private university, behavioral CQ had a greater influence on the following leadership practices: Model the Way and Inspiring a Shared Vision. The public university did not show preference for any of the five leadership practices. For the state college, cognitive CQ had a greater influence on all leadership practices, except for Model the Way. The results of this study confirmed that cultural intelligence significantly influenced leadership practices of faculty members. These findings provide important information for faculty development programs, curriculum development, and hiring practices. An urgent requirement for advancing teaching and learning in today’s higher education classrooms is a keen understanding of the underlying values, beliefs, and perceptions of students. These qualities affect students’ understanding and how they express themselves in the classroom. The decision to give instructional leaders leadership training in cultural intelligence is highly recommended. While faculty members showed preference for certain leadership practices, their preferences might be incorporated to develop a blended leadership style that may be more suitable for today’s diverse academic community. The association found between cultural intelligence and leadership practices confirms the value of faculty development in cultural intelligence.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004974, http://purl.flvc.org/fau/fd/FA00004964
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Faculty (Education), Leadership., Cultural intelligence.
Format: Document (PDF)

Title: Technology, Textbooks, and Mathematics: Perceptions of Online Math Homework from Traditional High School Students Enrolled in Private Schools.
Creator: Gutierrez, Gisselle, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This research study employed both quantitative and qualitative methodology to explore high school students’ perceptions about online math homework and paper math homework. The purpose of this study was threefold: to understand how high school students perceive online math homework, to determine what aspects of online math homework aid and/or hinder student learning, and to improve the student learning experience with online math homework. Through quantitative analysis, the researcher noted...
Show moreThis research study employed both quantitative and qualitative methodology to explore high school students’ perceptions about online math homework and paper math homework. The purpose of this study was threefold: to understand how high school students perceive online math homework, to determine what aspects of online math homework aid and/or hinder student learning, and to improve the student learning experience with online math homework. Through quantitative analysis, the researcher noted that although not all students learned best with online math homework, nearly every student used the online tools provided when assigned online math homework. Through qualitative analysis, the researcher noted that the most commonly mentioned aid for both online math homework and paper math homework was showing your work. The two most commonly mentioned hindrances to learning were guessing or cheating with online math homework and losing your homework with paper math homework. Participants stated that they actually have more opportunities to cheat with online math homework than with paper math homework; these results diverge from the literature, which states that online math homework helps to eliminate cheating. The data suggests that while online resources, such as examples, were a commonly mentioned aid to online math homework, many students indicated that the online resources also prevented them from truly having to think, as they could just follow the online examples step by step. This research study determined that the majority of students did not have a strong inherent like or dislike toward either online or paper math homework. Instead, students often stated that they preferred whichever medium allowed them to earn higher grades or receive more support. Therefore, if students continue to receive the necessary support, they can continue to learn mathematical concepts through the use of both online and paper math homework.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004984, http://purl.flvc.org/fau/fd/FA00004974
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Mathematics--education., Mathematics education -- Educational material and media, educational technology -- Computer assisted instruction; e-learning., Homework., High school students.
Format: Document (PDF)

Title: A Curriculum-Based Alternative Value-Added Model for Special Education Teacher Preparation Programs.
Creator: McCormick, Jazarae K., Brady, Michael P., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: The reality of changing state and federal policy, as well as the process of program improvement across teacher preparation programs has prompted a line of research into the exploration of an alternative curriculum-based value-added model (VAM). Based upon a thorough review of VAMs as they have been applied to education policy and decision-making, this line of inquiry focused on a curriculum-based approach to increasing our understanding of how the instructional efforts of our candidates...
Show moreThe reality of changing state and federal policy, as well as the process of program improvement across teacher preparation programs has prompted a line of research into the exploration of an alternative curriculum-based value-added model (VAM). Based upon a thorough review of VAMs as they have been applied to education policy and decision-making, this line of inquiry focused on a curriculum-based approach to increasing our understanding of how the instructional efforts of our candidates affect the learning gains of the K-12 students they teach. Designed to conform to the fundamental principles of evidence-based practice, candidate and program level data for 109 student teachers between 2013 and 2017 were analyzed. Results indicate that variation in K-12 students’ learning gains can likely be attributed to the instructional efforts of our special education teacher preparation program (TPP) completers. Limitations, implications, and directions for future inquiry across policy, practice, and scholarship are discussed.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004989, http://purl.flvc.org/fau/fd/FA00004979
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Special education teachers--Training of., Teaching & Instruction., Special education.
Format: Document (PDF)

Title: The Effect of Participation in the Ready to Learn Program on Kindergarten Students’ Pro-social behavior, Self-regulation, Reading Performance, and Teachers’ Perception of Classroom Climate.
Creator: Kuba, Summer Perhay, Villares, Elizabeth, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: The purpose of the current study was to investigate the difference in pro-social behavior, self-regulation, overall reading performance, Lexile levels, and teachers’ perception of classroom climate of kindergarten students who received the Ready to Learn (RTL; Brigman, Lane, & Lane, 2008) classroom guidance program (treatment group: n = 173) and kindergarten students who did not receive the intervention (comparison group: n = 124). The study followed a quasi-experimental, comparison group...
Show moreThe purpose of the current study was to investigate the difference in pro-social behavior, self-regulation, overall reading performance, Lexile levels, and teachers’ perception of classroom climate of kindergarten students who received the Ready to Learn (RTL; Brigman, Lane, & Lane, 2008) classroom guidance program (treatment group: n = 173) and kindergarten students who did not receive the intervention (comparison group: n = 124). The study followed a quasi-experimental, comparison group design in which teachers completed the Child Behavior Rating Scale (CBRS) and Teacher My Class Inventory-Short Form (TMCI-SF) measures as well as collected reading data from individual students. Descriptive statistics for each of the measures, the findings from the analysis of covariance (ANCOVA) on the CBRS and TMCI-SF data, along with the multivariate analysis of covariance (MANCOVA) using the i-Ready data, and partial eta squared (ηp2) effect sizes were calculated. The ANCOVA was conducted to determine if differences existed on the participants’ pro-social behavior and self-regulation by condition. The findings revealed a statistically significant difference on the pro-social skills but did not show a statistically significant difference in self-regulation. The MANCOVA revealed statistically significant differences in overall reading performance between the treatment and comparison group; however, did not reveal statistically significant differences on the Lexile levels for the students who participated in the intervention. Finally, the ANCOVA reported a statistically significant difference in the perceived impact of the school counselor by the treatment group kindergarten as compared to the teachers in the comparison group; however, no other differences were found on the TMCI-SF scales. With these results, there is a need for further empirical research to determine the impact of the RTL program on students’ academic and SEL development.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004992
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Kindergarten., Reading to learn., Classroom climate.
Format: Document (PDF)

Title: A Quantitative Analysis of Green-Building Features Incorporated in LEED-Certified Campus Buildings.
Creator: Ramdin, Gianna, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Higher education is an idyllically positioned organization from which meaningful dissemination of knowledge and interdisciplinary research is capable of actuating practices that resource consumption. Paradoxically, the construction, maintenance, and operations of the built environment, including the built campus environment, have contributed to the decline of raw resources and degradation of environmental processes. An opportunity exists to bridge the knowledge gap between the design and...
Show moreHigher education is an idyllically positioned organization from which meaningful dissemination of knowledge and interdisciplinary research is capable of actuating practices that resource consumption. Paradoxically, the construction, maintenance, and operations of the built environment, including the built campus environment, have contributed to the decline of raw resources and degradation of environmental processes. An opportunity exists to bridge the knowledge gap between the design and construction phase and the operations and maintenance phase of the green certified building life cycle, while examining the parts that contributed to the green-certification of the whole building. The purpose of this research was to 1.) identify green-building features and determine their frequency of implementation in new capital (NC) LEED-certified, campus buildings to effectuate operations and maintenance cost savings, indoor wellbeing, and environmental stewardship, and 2.) determine the relationships of greenbuilding feature usage across building, institutional, and LEED characteristics. The study used archival data to document the green efforts of each building with the study’s sample of 195 buildings on the campus of 107 universities and colleges, in the United States, between 2007 and 2017. The study’s findings indicated that the public institutions earned the LEED certification more often than private institutions and the sample was void of two-year community colleges. The sample was restricted for green-building features that (a) reduce economic cost, (b) improve indoor wellbeing, and (c) increase environmental stewardship. The results and implications are discussed.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00005930
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Sustainable buildings., Education, Higher., Leadership in Energy and Environmental Design Green Building Rating System., Quantitative research.
Format: Document (PDF)

Title: A Critical Comparative Study of Media Literacy in Australia, England, And The United States.
Creator: Rochester, Ramonia R., Hyslop-Margison, Emery, Baxley, Traci P., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: Ubiquitous media communications technology necessitates democratic and critical media literacy education for developing an active 21st century polity. This study analyzed the context of democratic and critical media competencies in national curriculum standards across Australia, England, and the United States. This, based on Lefebvre’s (1991) conception of conceived space, where standards operate as manifest educational policy and as a basis for establishing good practice. The study employed...
Show moreUbiquitous media communications technology necessitates democratic and critical media literacy education for developing an active 21st century polity. This study analyzed the context of democratic and critical media competencies in national curriculum standards across Australia, England, and the United States. This, based on Lefebvre’s (1991) conception of conceived space, where standards operate as manifest educational policy and as a basis for establishing good practice. The study employed a multi-theoretical approach to textual analysis, within Bereday’s (1964) comparative structure of inquiry. A critical policy lens supported the contextualization of ideological influences that frame democratic and critical media literacies in standards, per Bay-Cheng, Fitz, Alizaga, and Zucker’s (2015) neoliberal subscales. A purposive sample of civics and citizenship, English/English language arts, and media arts/studies was employed. Differences across three main indicators were identified: socio-cultural and youth-based concerns, personal growth via media production and other skills development, and reasoning and communication skills improvement. The neoliberal influences on curricular standards were subsequently explored across three emerging themes: identity politics, problem-based and critical inquiry experiences, and the inclusion of digital new media in curriculum inquiry. Though recognized in the countries’ standards as multifaceted and complex, each obfuscates identity in some way. Both England and the United States inadequately confront race, class, gender, socio-economic status, cultural commodification, and youthbased issues. Though not overtly neoliberal, the Australian standards present identity hegemonically. The role of media is somewhat siloed from the curriculum’s conceptions of identity and active citizenship across all three countries. The English standards are least adept at developing learners’ understandings of the influence of media on identity development, whereas both England and the United States over-emphasize text to the neglect of new media understandings. An apolitical view of media literacy, accompanied by techno-economic terminology, is pervasive in U.S. standards. Despite a counter-critical approach to the framing of its curriculum priorities, Australia presents the most balanced view of democratic/critical media citizenship. England’s standards reflect neoliberal-communitarian citizenship and largely neglect critical questioning. Whereas the United States takes a similarly cosmopolitan view of citizenship to Australia and England, the standards fail to comprehensively explore the links between digital democracy and political engagement.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004973, http://purl.flvc.org/fau/fd/FA00004963
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Media literacy., Comparative Study.
Format: Document (PDF)

Title: Communicative Leadership During Organizational Change: A Case Study of a New University President’s Change-Initiative Team.
Creator: Sacks, Emily Alice, Shockley, Robert, Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: As the economy continues to struggle in its recovery from the recent recession, higher education institutions have been hard-hit, affecting stakeholders at all levels, including boards of trustees, students, faculty, and the surrounding communities. In the middle of the turmoil and period of change are the presidents, needing to answer to board members as well as other institutional stakeholders, while still maintaining a balance of organizational consistency and change. Nearly all...
Show moreAs the economy continues to struggle in its recovery from the recent recession, higher education institutions have been hard-hit, affecting stakeholders at all levels, including boards of trustees, students, faculty, and the surrounding communities. In the middle of the turmoil and period of change are the presidents, needing to answer to board members as well as other institutional stakeholders, while still maintaining a balance of organizational consistency and change. Nearly all organizational change literature incorporates interpersonal communication as an integral component in effective change efforts; therefore, the constantly changing higher education landscape necessitates presidents who are skilled in communicative leadership, of which interpersonal skills are a cornerstone. Although all presidents need these skill sets, this study examines only a newly appointed president and one of his change-initiative teams to capture the dynamic environment surrounding new administration.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004999, http://purl.flvc.org/fau/fd/FA00004989
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Organizational change--Case studies., Organizational change--Education (Higher)., Interpersonal communication., College presidents.
Format: Document (PDF)

Title: African-American Leaders in the Field of Science: A Template for Overcoming Obstacles.
Creator: Schmidt, Waweise J., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this phenomenological multi-case study and three-person interview, was to discover what select prominent African-American scientists perceived were obstacles to overcome to be successful leaders in their professional lives, and the opportunities that aided in their professional growth. Through the addition of the threeperson interview, the researcher discovered commonalities between the perceived obstacles and opportunities of current science, technology, engineering and...
Show moreThe purpose of this phenomenological multi-case study and three-person interview, was to discover what select prominent African-American scientists perceived were obstacles to overcome to be successful leaders in their professional lives, and the opportunities that aided in their professional growth. Through the addition of the threeperson interview, the researcher discovered commonalities between the perceived obstacles and opportunities of current science, technology, engineering and mathematics (STEM) professionals and the perceptions of selected historically prominent scientists. This study examined documents of the period and relics of prominent African- Americans who were in STEM fields and lived from 1860 to 1968. A description of the setting that influenced how the scientists perceived the phenomenon was written with the approach being anchored in the social constructivist tradition. Commonalities emerged through coding experiences of the individuals, which yielded patterns to help explain the phenomenon. By investigating their perceptions, insight was gained into understanding the attributes, tools and skills, and tailored experiences that encouraged Thomas Burton, Kelly Miller, George Carver, Daniel Williams, Matthew Henson, Ernest Just, Charles Drew, Percy Julian, William Cobb, and Benjamin Peery to achieve success in STEM fields between 1860 and 1968. The significance of the study is multifaceted: understanding the obstacles that African-American scientists had to overcome in their professional lives can result in the development of science educators who are better informed regarding the appropriate types of assistance that can be provided to aid their students in overcoming obstacles. This can hopefully increase their opportunities to succeed within the science field. This study can result in the development of science educators who are more sensitive in addressing the needs of the developing minority student, and can encourage, educate, and enlist more individuals to enter into the dialogue regarding the disparity of minority representation in STEM fields.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004961, http://purl.flvc.org/fau/fd/FA00004951
Subject Headings: Dissertations, Academic -- Florida Atlantic University, African-American scientists., Overcoming obstacles., Phenomenological studies., Science--Study and teaching.
Format: Document (PDF)

Title: College Professors as Classroom Leaders: Strategic Thinking Capacity, Leader Influence Actions, and Classroom Performance.
Creator: Sfiropoulos, Mike, Reyes-Guerra, Daniel, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This non-experimental, quantitative study explored the leadership of college professors and the relationship to student assessments of their teaching performance. The leadership constructs under investigation were strategic thinking capacity (cognitive agility) and leader influence actions (behavioral agility), which are rooted in the theories of behavioral and cognitive complexity. Research indicates that cognitive and behavioral agility are two factors that produce more effective results...
Show moreThis non-experimental, quantitative study explored the leadership of college professors and the relationship to student assessments of their teaching performance. The leadership constructs under investigation were strategic thinking capacity (cognitive agility) and leader influence actions (behavioral agility), which are rooted in the theories of behavioral and cognitive complexity. Research indicates that cognitive and behavioral agility are two factors that produce more effective results for leaders in varying organizational contexts. However, previous research does not include college professors in those studies. Thus, this study sought to explore professors as classroom leaders and the relationship between college professors’ cognitive and behavioral agility and their students’ perceptions of their teaching effectiveness, if behavioral agility plays a mediating role, and if that relationship is moderated by alterable and unalterable contextual variables. Ninety-two full-time professors from one Florida college participated in the study. The professors’ strategic thinking capacity (cognitive agility) was measured using the STQP, an adaptation of Pisapia and Reyes-Guerra’s (2007) Strategic Thinking Questionnaire (STQTM), and the professors’ leader influence actions (behavioral agility) were measured using the SLQP, an adaptation of Pisapia, Reyes-Guerra, and Yasin’s (2006) Strategic Leadership Questionnaire (SLQTM) with both instruments employing Pisapia’s (2009) framework of strategic leadership. The ‘P’ denotes the ‘professor’ version of the original STQTM and SLQTM. Locus of control orientation as a contextual variable was measured using Spector’s (1988) Work Locus of Control Scale (WLCS). To measure student perceptions of professor effectiveness, the student assessments of courses and faculty were compiled from existing records from Palm Beach State College’s Institutional Research and Effectiveness (IRE) website. The data were statistically analyzed using correlational and regression analyses and tested for mediation and moderation effects. The findings of this study revealed that college professors demonstrated the same strategic thinking capacity and leader influence actions as leaders in more traditional leadership roles as measured by the STQP and SLQP. The findings were also consistent with previous studies that found that cognitive agility is a significant predictor of behavioral agility. However, it also found that student perceptions of professor effectiveness as measured by student assessments were not correlated to any of the research variables in this study. Findings and conclusions, as well as recommendations for future research, are presented in the concluding chapter.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004993, http://purl.flvc.org/fau/fd/FA00004983
Subject Headings: Dissertations, Academic -- Florida Atlantic University, College professors., Leaders., Classroom management., Teaching effectiveness.
Format: Document (PDF)

Title: Lives in Transition: The Impact of Career and Technical Education on Under-served High School Students’ Career Growth and Development.
Creator: Smith, Merris A., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This case study examined and described how under-served high school students enrolled in medical sciences academy CTE programs (Certified Nursing Assistant [CNA] and Electrocardiogram Technician [EKG]) at two Florida Title I high schools perceive that their career and technical education experience prepared them with the academic and technical skills and knowledge to pursue postsecondary training or higher education; be better prepared to transition into an ever-more complicated economic...
Show moreThis case study examined and described how under-served high school students enrolled in medical sciences academy CTE programs (Certified Nursing Assistant [CNA] and Electrocardiogram Technician [EKG]) at two Florida Title I high schools perceive that their career and technical education experience prepared them with the academic and technical skills and knowledge to pursue postsecondary training or higher education; be better prepared to transition into an ever-more complicated economic workplace; and become qualified and competent members of the workforce. The study participants were 53 CTE students (CNA and EKG juniors and seniors from both school sites), four CTE instructors (two CNA and two EKG instructors from both school sites), and three CTE administrators (one assistant principal from both school sites and one district Medical Sciences Specialist Administrator) during the academic school year 2016-2017. There were six major findings and ten sub-themes of this study. The first finding is that CTE programs at these schools provide career exploration and planning opportunities and includes four sub-themes; school-based learning, work-based learning, connecting activities, and need for improvement of CTE programs. The second finding is that CTE programs at these schools offer career relevant curricula and includes three subthemes; school-based learning, work-based learning, and connecting activities. The third finding is that students enrolled in CTE programs at these schools are offered consistent support and guidance, and includes three sub-themes: instructor support, guidance counselor support, and administrator support. The fourth finding is that the district plays a key role in the strategic planning and management of CTE programs at these schools. The fifth finding is that procedures are in place that make allowances for accountability and assessment of CTE programs at these schools. The sixth finding is the assessment of students’ career decision-making self-efficacy enrolled in CTE programs at these schools. Results indicated that students enrolled in CTE medical sciences academy programs (CNA and EKG) at these schools reported a high degree of career decisionmaking self-efficacy. Moreover, instructors,’ administrators,’ and students’ perceptions of students’ CTE experiences and engagement in career exploration learnings supported their career growth and development.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004966, http://purl.flvc.org/fau/fd/FA00004956
Subject Headings: Dissertations, Academic -- Florida Atlantic University, High school students., Technical education., Career development., Medical sciences.
Format: Document (PDF)

Title: Science Comprehension vs. Cultural Cognition as Predictors of Climate Change Risk Perception.
Creator: Steiner, Elyse A., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study identified factors that affect climate change risk perception in a community college class. The purpose of this research was to determine if students were more influenced by cultural cognition (political affiliation) or science comprehension. Students in an undergraduate level environmental science and biology class were evaluated, using an online survey, for science comprehension level, political affiliation and risk perception at the beginning and end of each course. Data were...
Show moreThis study identified factors that affect climate change risk perception in a community college class. The purpose of this research was to determine if students were more influenced by cultural cognition (political affiliation) or science comprehension. Students in an undergraduate level environmental science and biology class were evaluated, using an online survey, for science comprehension level, political affiliation and risk perception at the beginning and end of each course. Data were analyzed to determine improved scientific literacy and any variation in risk perception. The research found that science comprehension did not contribute significantly to increased risk perception and that political affiliation or political views had a more significant effect on risk perception.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004983, http://purl.flvc.org/fau/fd/FA00004973
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Understanding science., Political affiliation., Climatic changes., Perception.
Format: Document (PDF)

Title: The Impact of Motivational Interviewing Training on Rehabilitation Counselors: Assessing Working Alliance and Client Engagement. A Randomized Controlled Trial.
Creator: Torres, Ayse, Frain, Michael, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: The purpose of this study was to assess the impact of motivational interviewing (MI) counselor training in a public vocational rehabilitation (VR) setting. Data were collected from a total of 347 participants (67 counselors and 280 clients) in the experimental and comparison groups, during the pre-and-posttests. The counselors in the experimental group received a 4-hour standardized MI training and a 4-week follow up coaching sessions. Results of this study indicated that counselors in the...
Show moreThe purpose of this study was to assess the impact of motivational interviewing (MI) counselor training in a public vocational rehabilitation (VR) setting. Data were collected from a total of 347 participants (67 counselors and 280 clients) in the experimental and comparison groups, during the pre-and-posttests. The counselors in the experimental group received a 4-hour standardized MI training and a 4-week follow up coaching sessions. Results of this study indicated that counselors in the experimental group demonstrated significant gains in their MI competence scores compared to the comparison group. The clients of the experimental group’s counselors significantly improved their engagement in VR services and working alliance with their counselors. Also, counselors’ education level and CRC status showed strong correlation with the posttest MI competence total scores. Finally, working alliance was found to be a significant predictor of client engagement. This study established the preparatory knowledge for the relationship between MI counselor training, client engagement, and counselor-client working alliance in a public rehabilitation setting. The results of this study contribute to the rehabilitation literature by providing evidence-based knowledge and tools designed to improve the quality of VR service outcomes, such as employment, for people with disabilities. With the findings of this research, there is evidence available to provide rehabilitation administrators to justify investing time and other resources into training rehabilitation counselors on the use of MI intervention.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004950
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Rehabilitation counselors--Training of, Motivational interviewing., Vocational rehabilitation., Therapeutic alliance.
Format: Document (PDF)

Title: Use of an iPhone to Enhance Interpersonal Daily Living Skills in the Community for Adolescents with Autism Spectrum Disorder.
Creator: Wahlbrink, Lindsey L., Dukes, Charles, Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: This study examined the use of an iPhone and List Recorder application to teach three adolescents with autism spectrum disorder to enhance their interpersonal daily living skills in a community setting. Participants were taught to use interpersonal skills to perform an ordering and purchasing task. A multiple probe design across participants was used to demonstrate the effects of the intervention on the participants’ performance. Results indicated an increase in interpersonal skills used in a...
Show moreThis study examined the use of an iPhone and List Recorder application to teach three adolescents with autism spectrum disorder to enhance their interpersonal daily living skills in a community setting. Participants were taught to use interpersonal skills to perform an ordering and purchasing task. A multiple probe design across participants was used to demonstrate the effects of the intervention on the participants’ performance. Results indicated an increase in interpersonal skills used in a community setting. Participants were able to generalize these skills to another community setting. Finally, participants were able to demonstrate these skills once the intervention was removed during follow-up. Implications for future research are discussed.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004987, http://purl.flvc.org/fau/fd/FA00004977
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Autism spectrum disorders., Adolescents., Life skills., iPhone (Smartphone).
Format: Document (PDF)

Title: The Relationship Between Sense of Belonging and Instructor Self-Efficacy Among Online Adjunct Faculty in Higher Education.
Creator: Wojcik, Jillian, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: Given the increased reliance on adjunct faculty and the increased demand for online courses, the online adjunct faculty member is an important figure to know and understand. Unfortunately, there is a dearth of research on this population, particularly in terms of how their feelings of connection to their colleagues, administration, and their institution affects their beliefs about their online teaching abilities. This non-experimental correlational study investigated the relationship between...
Show moreGiven the increased reliance on adjunct faculty and the increased demand for online courses, the online adjunct faculty member is an important figure to know and understand. Unfortunately, there is a dearth of research on this population, particularly in terms of how their feelings of connection to their colleagues, administration, and their institution affects their beliefs about their online teaching abilities. This non-experimental correlational study investigated the relationship between sense of belonging and instructor self-efficacy among online adjunct faculty in higher education. Additionally, this study sought to determine if there is a predictive element between these two variables. This study utilized the Organizational Sense of Belonging (OSB) subscale and the Sense of Efficacy for Online Teaching Scale (SEOTS) as well as demographic questions in order to collect data on the study variables. Questionnaires were distributed to online adjunct faculty members from six higher education institutions within the states of Florida, Virginia, and Nevada. A total of 122 online adjunct faculty members completed the questionnaire. Data were analyzed using descriptive analyses, ANOVA, Pearson’s Correlation Coefficient, and regression analysis. Results indicated that sense of belonging and instructor self-efficacy share a significant linear relationship. Additionally, a stronger sense of belonging and a higher instructional self-efficacy were found among participants who participate in universitysponsored faculty development opportunities, who participate in non-academic university events, and who communicate with other online adjunct faculty members through social media. Furthermore, sense of belonging was found to be a significant predictor of selfefficacy, both when controlling for significant variables and when not controlling for variables. Further research is needed to determine causality between sense of belonging and instructor self-efficacy.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004970, http://purl.flvc.org/fau/fd/FA00004960
Subject Headings: Dissertations, Academic -- Florida Atlantic University
Format: Document (PDF)

Affect (Psychology). (2)	+ -
Education, Higher (2)	+ -
High school students. (2)	+ -
Leadership. (2)	+ -
Therapist and patient. (2)	+ -

Academic achievement. (1)	+ -
Adolescents. (1)	+ -
African-American scientists. (1)	+ -
Autism spectrum disorders. (1)	+ -
Behavior. (1)	+ -
Career development. (1)	+ -
Classroom climate. (1)	+ -
Classroom management. (1)	+ -
Climatic changes. (1)	+ -
College presidents. (1)	+ -
College professors. (1)	+ -
College students. (1)	+ -
College teachers. (1)	+ -
Community colleges--Administration. (1)	+ -
Community colleges--Faculty. (1)	+ -
Comparative Study. (1)	+ -
Cultural intelligence. (1)	+ -
Dropouts--Prevention. (1)	+ -
Education and state--Florida. (1)	+ -
Education, Higher. (1)	+ -
Educational technology. (1)	+ -
Elementary school teachers--Training of. (1)	+ -
Faculty (Education) (1)	+ -
Florida. Legislature (1)	+ -

Florida Atlantic University (24)	+ -
Department of Educational Leadership and Research Methodology (12)	+ -
Bryan, Valerie (5)	+ -
Department of Curriculum, Culture, and Educational Inquiry (5)	+ -
Department of Counselor Education (4)	+ -

Weber, Roberta K. (4)	+ -
Department of Exceptional Student Education (3)	+ -
Maslin-Ostrowski, Patricia (2)	+ -
Peluso, Paul R. (2)	+ -
Pisapia, John (2)	+ -
Baker, Andrew Z. (1)	+ -
Baker, Tracy N. (1)	+ -
Baxley, Traci P. (1)	+ -
Brady, Michael P. (1)	+ -
Burke, Katie Gale (1)	+ -
Camp, Aarika C. (1)	+ -
Crespo, Janny (1)	+ -
DeDonno, Michael (1)	+ -
Diaz, Gisela M. (1)	+ -
Diaz, Patricia M. (1)	+ -
Duff, Suzanne M. (1)	+ -
Duffy, Mary L. (1)	+ -
Dukes, Charles (1)	+ -
Ellis, Althia (1)	+ -
Floyd, Deborah L. (1)	+ -
Frain, Michael (1)	+ -
Gutierrez, Gisselle (1)	+ -
Hyslop-Margison, Emery (1)	+ -
Kuba, Summer Perhay (1)	+ -

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