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Title: An exploration of the relationship between experiential learning and self-directed learning readiness.
Creator: Amey, Beth E., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to explore the relationship between experiential learning and self-directed learning readiness of bachelor's and master's level social work students. A quantitative design was utilized. The study consisted of 115 senior social work students and 70 master's level social work students (separated into three student groups) from a state university. Students participated in a one-semester field education component as part of their social work degree program. The...
Show moreThe purpose of this study was to explore the relationship between experiential learning and self-directed learning readiness of bachelor's and master's level social work students. A quantitative design was utilized. The study consisted of 115 senior social work students and 70 master's level social work students (separated into three student groups) from a state university. Students participated in a one-semester field education component as part of their social work degree program. The research instrument utilized was the Self-Directed Learning Readiness Scale (SDLRS) constructed by Guglielmino (1978). The SDLRS is a self-report questionnaire with 58 Likert scale items designed to measure the attitudes, values and abilities of learners relating to their readiness to engage in self-directed learning. A pretest, treatment, posttest design was utilized. Demographic data were collected with the pretest administration and level of satisfaction information was collected with the posttest administration. The bachelor's level social work students demonstrated statistically significant differences in the pre and posttest SDLRS scores while the master's level social work students' changes in readiness for self-directed learning were not significant. It is important to note that the master's level social work students spent only half the amount of hours in the field education as the bachelor's level students at the time of the posttest. Correlations between change score from pretest to posttest SDLRS with students' previous exposure to the field of social work, prior experiential learning in a social work program, their satisfaction with the experiential learning component, and demographic factors of gender, age, ethnicity, marital status, number of children, and number of years pursuing degree were not significant., The initial SDLRS scores of the bachelor's level students were found to be consistent with those of nursing students previously scored on the SDLRS. In the ANOVA of all groups, significant differences were not found with the four groups of social work students in their change scores of pretest and posttest SDLRS or their overall level of satisfaction with the field experience and overall level of satisfaction with the quality of the supervisor in the field experience. The internship did not demonstrate particular merit for improving readiness for self-directed learning except for the bachelor's level students. However, students were satisfied with the experience and felt it changed their perceptions of self and others.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/107799
Subject Headings: Experiential learning, Adult learning, Learning, Psychology of, Self-culture
Format: Document (PDF)

Title: Exploring barriers to education for Native American Indians: a native perspective.
Creator: Conley, Enid., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This qualitative storytelling and exploratory research design investigated the barriers, enhancers, and coping strategies to education experienced by adult Native American Indians from various Native American Indian Nations. In addition, differences between the sexes, Native American Nations, and/or languages spoken, and/or participation in cultural activities regarding barriers, enhancers, and coping strategies of Native American Indians were examined. The study with 23 adult Native American...
Show moreThis qualitative storytelling and exploratory research design investigated the barriers, enhancers, and coping strategies to education experienced by adult Native American Indians from various Native American Indian Nations. In addition, differences between the sexes, Native American Nations, and/or languages spoken, and/or participation in cultural activities regarding barriers, enhancers, and coping strategies of Native American Indians were examined. The study with 23 adult Native American participants revealed a main theme of identity both passive and aggressive that permeated all of the thematic areas: barriers, enhancers, and coping strategies. The barriers ranged from reinventing the Native American Indian to language barriers caused by forcing Native American Indians to speak Eurowestern languages in order to survive. The educational enhancers themes described by the participants revolved around themes of people, culture, community, and the environment. Elements of Garrison' s Model (1997) on self-directed learning emerged in this study under the thematic area of coping strategies. Self-directedness was evident in the coping strategies; which included self-management (control by acknowledging the social environment in which the participants were interacting), cognitive responsibility (self-examination), and motivation (assuming personal responsibility). The role of a Native American Indian as a researcher was noted in enhancing the depth and breadth of the research., The examination of the differences between the sexes, Native American Nations, and/or languages spoken, and/or participation in cultural activities revealed: (a) one male and five females participants described sexism as a barrier; (b) no participant expressed particular barriers with regards to the Native American Nation in which they belonged to; (c) a majority of participants expressed that language was a barrier in one form or another; (d) participants described barriers to Native American Indian cultural participation as thoughts and feelings of being "lost" and "not belonging," which is evident in identity crisis or identity diffusion.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/108066
Subject Headings: Discrimination in education, Educational equalization, Indians of North America, Education, Indian philosophy
Format: Document (PDF)

Title: Outcomes of student participation in college freshman learning communities.
Creator: Koerner, Jodie Jae., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Growing out of the college retention research of Alexander Astin (1993) and Vincent Tinto (1975), this study examined differences in academic achievement and persistence of first-semester college freshmen who participated in Freshman Learning Communities (FLC), including a Living-Learning Community (LLC), and students who did not participate in a university-sponsored learning community. This study also explored variables that may moderate the relationship of learning community participation...
Show moreGrowing out of the college retention research of Alexander Astin (1993) and Vincent Tinto (1975), this study examined differences in academic achievement and persistence of first-semester college freshmen who participated in Freshman Learning Communities (FLC), including a Living-Learning Community (LLC), and students who did not participate in a university-sponsored learning community. This study also explored variables that may moderate the relationship of learning community participation with academic achievement and persistence. Variables explored included: entry-level readiness for self-directed learning, gender, ethnicity, high school GPA, and SAT or equivalent ACT scores. Data was collected from 544 students at XYZ University using a pre/post university-developed instrument, the College Assessment of Readiness for Entering Students Intended (CARES-I), College Assessment of Readiness for Entering Students- Actual (CARES-A) and the Self-Directed Learning Readiness Scale/Learning Preference Assessment. Demographic and academic data were collected through the institution's Office of Institutional Effectiveness and Analysis. There was a statistically significant difference in academic achievement for students enrolled in either a Freshman Learning Community or a Living Learning Community (df = 424, t = 2.32, p < .05) as compared to students not part of a freshman learning community. The learning community students had higher end-of-semester grades. Multiple regression analysis was used to explore the moderating variables that may influence the learning community effect on academic achievement. Only the pre-academic characteristic of students' entering high school GPA moderated the relationship of learning community participation and academic achievement (p < .05)., Chi-square analysis showed there was no relationship between participation in a learning community and enrollment in the second semester (p > .05).Logistic regression of variable relations determined that the variables of high school GPA and ethnicity were significant. In addition, there was an association between the variables of SDLRS scores, high school GPA, and end-of-semester GPA for students not part of a learning community. Finally, results from a paired samples t-test determined that there was a difference in the intended and actual social involvement for students enrolled in a learning community.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/165674
Subject Headings: Group work in education, Interdisciplinary approach in education, College environment, Experiential learning, Educational change
Format: Document (PDF)

Title: Athletic trainers' perceptions of effectiveness and transfer of training in continuing education workshops.
Creator: Reed, Sarah L., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Extensive literature research revealed that little was known about the effectiveness of athletic training continuing education workshops in increasing athletic trainers' knowledge, skills and abilities. The three purposes of this mixed method exploratory study were: 1) to examine whether continuing education workshops were perceived by athletic trainer participants as effective; 2) to determine if a relationship existed between efficacy and perceived workshop training effectiveness; 3) to...
Show moreExtensive literature research revealed that little was known about the effectiveness of athletic training continuing education workshops in increasing athletic trainers' knowledge, skills and abilities. The three purposes of this mixed method exploratory study were: 1) to examine whether continuing education workshops were perceived by athletic trainer participants as effective; 2) to determine if a relationship existed between efficacy and perceived workshop training effectiveness; 3) to demonstrate the transfer of training through work experiences. Participants were recruited through Board of Certification for the Athletic Trainer (BOC) approved continuing education workshops. Eighty-four participants completed a questionnaire packet on the day of the workshop. The packet contained the Athletic Training Efficacy Questionnaire, subject matter pre-test, workshop evaluation, and subject matter post-test. Two months after the workshop, participants were contacted and asked to complete an online questionnaire that focused on their perceptions of the workshop they attended and their transfer of the training to the workplace. Quantitative data analysis revealed no significant relationships between participants' levels of efficacy and ages, genders, work experience, and degree attainment. Nor was there a significant relationship found between participants' level of efficacy and their perceptions of workshop effectiveness. The characteristics of the workshops were perceived as effective in increasing participant knowledge, skills and abilities related to athletic training. Overall, 20.2% of participants perceived the workshops as being very effective, 46.4% perceived the workshops to be effective, and 33.3% perceived the workshops as ineffective., Qualitative analysis revealed that the perceptions of workshop effectiveness were related to the presentation format, characteristics of the instructor, and the relevancy of the workshop material to real life situations. Barriers to the transfer of training were also identified and included workshop format factors (delivery, environmental, and learning styles) and a lack of information presented. Recommendations for the development of continuing education workshops that better meet the needs of athletic trainers were discussed, and suggestions for future research were provided.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/186292
Subject Headings: Athletic trainers, Training of, Sports medicine, Study and teaching (Continuing education), Physical education and training, Administration
Format: Document (PDF)

Title: Factors affecting retention in a community college's welfare-to-work programs: a heuristic study of participants' perceptions.
Creator: Pino, Veronica Woodward., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study examined the perceptions held by former and current welfare-to-work participants of factors that contributed to the retention, persistence, attrition and/or completion of welfare-to-work training programs at a community college. Using the lived experiences and voices of former or current welfare-to-work participants and a qualitative research design, the researcher examined the following research questions: (a) What factors during the training impacted the movement of participants...
Show moreThis study examined the perceptions held by former and current welfare-to-work participants of factors that contributed to the retention, persistence, attrition and/or completion of welfare-to-work training programs at a community college. Using the lived experiences and voices of former or current welfare-to-work participants and a qualitative research design, the researcher examined the following research questions: (a) What factors during the training impacted the movement of participants from welfare-to-work? (b) How did these factors enhance or serve as barriers to the movement of participants from welfare-to-work? This study was presented as a heuristic study of 12 former welfare participants who have transitioned or are currently transitioning from welfare to work. Using purposeful sampling, the researcher selected the participants for this study through self-identification or through nomination by program leaders and other program participants. Each of the 12 former welfare participants was interviewed about the situational, institutional, and dispositional aspects of their training. Demographic data were collected on each of the 12 participants for the purpose of a comparative analysis. Interviews of family members or friends of each of the participants validated the stories provided by the participant. Interviews with two administrators with direct responsibilities for some of the training programs for participants transitioning from welfare-to-work were also done to substantiate the stories of the participants. The findings of this study indicated three conclusions about the participants' perceptions of factors affecting their retention in welfare-to-work programs in a community college., First, the participants' desires to break the cycles of generational welfare were evident in every aspect of the training from having a better life for their children to dealing with the embarrassment of receiving government assistance.Second, welfare-to-work training experiences were influenced by institutional factors such as instructional and institutional support or lack of support for education and career development, including mentoring. Third, personal factors such as family motivation and role models, religion, drive and determination, and the desire to make a difference shaped the participants' career training experiences and contributed to persistence and completion.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/186300
Subject Headings: College dropouts, Prevention, Academic achievement, Welfare recipients, Education, Community colleges, Attitude (Psychology), Motivation in education
Format: Document (PDF)

Title: ASHA-certified speech-language pathologists: informal learning in the medical workplace.
Creator: Walden, Patrick Roy., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study explored the types and uses of informal, on-the-job learning occurring among American Speech-Language-Hearing (ASHA)-certified Speech-Language Pathologists (SLPs) working in medical settings as part of a rehabilitation team. In addressing this purpose, a qualitative, phenomenological approach to research methodology was used. Participants were selected through a process of purposeful sampling, each meeting the criteria of having earned the Certificate of Clinical Competence in...
Show moreThis study explored the types and uses of informal, on-the-job learning occurring among American Speech-Language-Hearing (ASHA)-certified Speech-Language Pathologists (SLPs) working in medical settings as part of a rehabilitation team. In addressing this purpose, a qualitative, phenomenological approach to research methodology was used. Participants were selected through a process of purposeful sampling, each meeting the criteria of having earned the Certificate of Clinical Competence in Speech-Language Pathology from ASHA and working in a medical setting as part of a rehabilitation team. Twenty-four SLPs from varying demographic profiles took part in one of three online data collection methods. Nine participants completed a computer-mediated interview, 11 participants completed an online journal entry and 4 participants completed a virtual focus group method. All data collection methods were accomplished via internet technologies. Data analysis was performed through a process of thematic analysis and resulted in four significant findings. First, both internal and external forces triggered SLPs to learn informally in the medical workplace. Also, SLPs went through an individually-determined, goal-directed process when learning informally in the medical workplace. SLPs used a combination of collaboration, workplace experience and research to learn informally in the medical workplace. And finally, SLPs employed informal learning activities for the purpose of meeting personal, patient and organizational needs., It was recommended that (a) the American Speech- Language-Hearing Association review its professional development policy and consider implementation of a process whereby clinicians can document their goal-directed workplace learning and receive professional development credit for these activities; (b) healthcare organizations recognize, support and reward the informal learning in which their SLPs are already engaging; and (c) SLPs enhance their informal learning in the medical workplace through proactivity, critical reflectivity (of their own and others' learning), and creativity. The significance of this research included the use and support of existing theory in both Adult Education and Human Resource Development. Further, this research represents the first of its kind in investigating informal learning in rehabilitative therapies, specifically Speech-Language Pathology. Peer professions such as Physical and Occupational Therapy may also benefit from this study's conclusions and recommendations, as these professionals work in similar medical contexts.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/186323
Subject Headings: Audiology, Practice, Methodology, Speech therapy, Practice, Methodology, Interpersonal communication, Study and teaching
Format: Document (PDF)

Title: The relationship between leadership styles of directors of accredited higher education respiratory care programs and faculty satisfaction, willingness to exert extra effort, perceived director effectiveness, and program outcomes.
Creator: Weissman, Nancy L., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to examine the leadership characteristics of respiratory care program directors and determine the relationship between the director's leadership style, effectiveness, faculty satisfaction, extra effort, and program outcomes. Differences between the directors' perceived leadership style and faculties' perception of the directors' leadership style were also examined. Directors' leadership styles were measured by the Multifactor Leadership Questionnaire (MLQ)....
Show moreThe purpose of this study was to examine the leadership characteristics of respiratory care program directors and determine the relationship between the director's leadership style, effectiveness, faculty satisfaction, extra effort, and program outcomes. Differences between the directors' perceived leadership style and faculties' perception of the directors' leadership style were also examined. Directors' leadership styles were measured by the Multifactor Leadership Questionnaire (MLQ). Director, faculty and program information was measured with a researcher-designed questionnaire. CoARC accredited program directors (n=321) and their full and part-time faculty (n=172) received an e-mail and a web link to obtain demographic information. All participants received an e-mail from Mind Garden, Inc. with a web link to complete the MLQ. Regression analysis and t tests were used to analyze the data. The results found a significant relationship between faculty satisfaction, extra effort, and perceived director effectiveness and each of the predictors transformational, transactional, and passive/avoidant leadership behaviors. There was no relationship between program director leadership style and program outcomes. This study found no difference between the directors' and the faculty's perception of the directors' transformational and transactional leadership behaviors. However, there was a significant difference between the directors' and the faculties' perception of the directors' passive/avoidant behavior.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/186324
Subject Headings: Educational leadership, Evaluation, College teaching, Evaluation, Organizational behavior, Medical care, Motivation in education
Format: Document (PDF)

Title: Emerging narratives of Native American, Asian American, and African American women in middle adulthood with an education doctorate degree.
Creator: Bamdas, Jo Ann, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this qualitative narrative research study was to interpret the meaning found throughout the formal educational experience stories of Native American, Asian American, and African American women born after 1944, who had earned an education doctorate degree after 1976, and were working with adults in an educational capacity within the community. Utilizing the snowball technique, 14 participants from across the United States volunteered to collaborate with the researcher. The study...
Show moreThe purpose of this qualitative narrative research study was to interpret the meaning found throughout the formal educational experience stories of Native American, Asian American, and African American women born after 1944, who had earned an education doctorate degree after 1976, and were working with adults in an educational capacity within the community. Utilizing the snowball technique, 14 participants from across the United States volunteered to collaborate with the researcher. The study's conceptual framework included adult learning principles and practices, Nussbaum's 'narrative imagination,' which were used to examine the women's motivation to participate in an education doctorate program as well as the barriers, the enhancers, and the application of the degree in the community. Data collected included an in-depth, face-to-face interview, two reflective narrative guides, document analysis, and researcher journals and analytic memos. All data was coded and analyzed with Atlas -ti 5.0 software, and thematic analyses completed in order to triangulate the data. Six major themes for motivation to participate were found: self-awareness through placement in the family, family and community expectation in importance of education, personal strengths and weaknesses, perceived differences in the classroom and mainstream society, and knowledge of motivation to pursue doctorate. Five barriers emerged: racism, gender, advisers, institutional changes and problems, and juggling multiple roles in limited time. Five main enhancers arose: family and community foundation, financial, friends, and others which motivated participation., The women applied their doctorates through leadership activities in community-based organizations such as role modeling, mentoring, and other scholarly activities which advocated "giving back culturally," which was the ultimate meaning or value of the degree; however, achievement and credibility were also valued a doctorate degree was "only step in the process." This study provided a space for rich descriptive storytelling about each woman's successful experience pursing and completing an education doctorate program. Adult learning discussion of the findings, contributions to the literature, and recommendations for graduate education and future research were included.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/186326
Subject Headings: Achievement motivation, Minority women, Education (Higher), Educational equalization, Motivation in education, Education, Aims and objectives
Format: Document (PDF)

Title: Influence of a professional development module focused on the research-based evidence of the culture and gender bias found in Disney animated fairy tales on preprimary early childhood teachers.
Creator: Doran, Ruth A., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: Disney commands a strong market presence worldwide in print and multimedia products used for early childhood entertainment. Yet, the gender and cultural bias found in Disney animated fairy tale media has been well documented. Although preprimary early childhood teachers are urged to maintain a multicultural environment that is free of bias and stereotypes, very little training or support is presented to guide preprimary early childhood teachers in the selection of materials for use in their...
Show moreDisney commands a strong market presence worldwide in print and multimedia products used for early childhood entertainment. Yet, the gender and cultural bias found in Disney animated fairy tale media has been well documented. Although preprimary early childhood teachers are urged to maintain a multicultural environment that is free of bias and stereotypes, very little training or support is presented to guide preprimary early childhood teachers in the selection of materials for use in their preprimary early childhood classrooms. The study sought to investigate the influence of a professional development module focused on the gender and cultural bias found in Disney animated fairy tale media on preprimary early childhood teachers. How would they respond to this professional development module? Would it change their intentions to use Disney animated fairy tale media with preprimary early childhood children? Would the participation in this preprimary early childhood professional development module actually change their practice? Using both quantitative and qualitative inquiries, participating preprimary early education teachers reported mixed findings. While some preprimary early childhood teachers were clearly influenced by their discovery of the existence of bias in this media, others revealed a cognitive dissonance from a strong personal and emotional attachment to Disney animated fairy tale media products juxtaposed against the evidence of cultural and gender bias found in the media. Implications and suggestions for future research included the expansion of professional development modules and higher education/teacher education to include the study and consideration of the content of children's media., Policymakers and advocates need to address concerns of bias found in children's media with respect to gender and cultural bias development during the preoperative developmental stage of preprimary children. Further, interdisciplinary discussion needs to the concern of the influence of media on the holistic development of young children.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/186328
Subject Headings: Teachers, In-service training, Social aspects, Education, Preschool, School improvement programs, Curriculum planning, Multicultural education
Format: Document (PDF)

Title: The relationship between organizational culture and effectiveness in university residence hall associations: a competing values study.
Creator: Faerman, Lawrence B., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study examined organizational member and housing staff perceptions of organizational culture and effectiveness of residence hall associations. Two instruments, the Residence Hall Government (RHA) Effectiveness Instrument designed by Tucker (2001) and the Organizational Culture Assessment Instrument (OCAI) designed by Cameron and Quinn (1999, 2006) were utilized to gather quantitative data, while individual interviews and focus groups were conducted utilizing selected questions from the...
Show moreThis study examined organizational member and housing staff perceptions of organizational culture and effectiveness of residence hall associations. Two instruments, the Residence Hall Government (RHA) Effectiveness Instrument designed by Tucker (2001) and the Organizational Culture Assessment Instrument (OCAI) designed by Cameron and Quinn (1999, 2006) were utilized to gather quantitative data, while individual interviews and focus groups were conducted utilizing selected questions from the Interview Questions for Doing a Competing Values Organizational Analysis (Quinn 1988) to collect qualitative data. A mixed methodology was utilized to collect and analyze data from three sites yielding 217 assessments, 27 interviews, and 6 student focus groups with members of residence hall associations during the spring 2008 semester. The study indicated that there is a positive relationship between all ideal culture type scores identified by the OCAI and effectiveness constructs identified by the RHA Effectiveness Instrument. Additionally, there is a difference in the perceptions of Clan and Hierarchy ideal culture type scores and Housing Relationship and RHA Effects effectiveness construct scores based upon housing staff membership or RHA Legislative Body membership. Furthermore, the research indicated that level of student involvement, emphasis on leadership development and training, patterns of communication and teamwork, financial resources, implementation of rules and procedures, roles in program planning, student voice, member evaluation, collaborative partnerships with host housing departments, and relationships with university Student Government were constructs for the development of organizational culture and influenced the organizational effectiveness of RHAs. Recommendations are provided for the organizational development and evaluation of residence hall associations.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/186329
Subject Headings: Student housing, College students, Conduct of life, Organizational effectiveness, Evaluation, Organizational behavior
Format: Document (PDF)

Title: Attitudinal study of older adult African Americans' interaction with computers.
Creator: Lovell-Martin, Nigel Leon., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: It was estimated that 35 million people age 65 or older lived in the United States in 2000. Of that number 2.8 million were Black/African American. The U.S. Census Bureau's (2000) population projections show that there will be 70 million older adults age 65 or older by 2030 and African Americans are expected to comprise over 12% of that population. In 1993 older adults had made less elective use of computers than younger adults, accounting for 24.2% of those age 55 to 64 and 4.9% of adults...
Show moreIt was estimated that 35 million people age 65 or older lived in the United States in 2000. Of that number 2.8 million were Black/African American. The U.S. Census Bureau's (2000) population projections show that there will be 70 million older adults age 65 or older by 2030 and African Americans are expected to comprise over 12% of that population. In 1993 older adults had made less elective use of computers than younger adults, accounting for 24.2% of those age 55 to 64 and 4.9% of adults over age 65. By 2003 adults over age 65 recorded a 20.1% increase in computer usage becoming the fastest growing segment of computer users who are engaging in learning computer skills as a way of coping with the technological changes. Studies have found that greater experience with computers is associated with more positive attitudes; however, it has never been determined whether this is true of the older African American population since there is a paucity of research documenting their computer attitudes. This study utilized a mixed methods research design that included an experimental design and an inductive approach with interviews. The following findings emerged: (a) attitudes differed for older African Americans who received computer training and those who did not; (b) there was no distinction in computer attitudes between older adult male and older adult females in the African American population; (c) there was no interaction effect on computer attitudes as moderated by training and gender; (d) older African Americans exhibited a positive disposition towards computers which elicited positive attitudes towards the technology; (e) older African Americans had a nascent need for computer self-efficacy; and (f) older African Americans constructed new meaning regarding computers as a result of their reflection on their computer interaction experience., The findings have established that older African Americans' attitudes can be influenced by direct computer experience and the study extends prior research by identifying the process by which attitude change takes place.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/186682
Subject Headings: African Americans, Education (Continuing education), African Americans, Intellectual life, Aging, Psychological aspects, Attitude (Psychology), Computer literacy
Format: Document (PDF)

Title: The effects of covert audio coaching on the job performance of supported employees.
Creator: Bennett, Kyle D., College of Education, Department of Exceptional Student Education
Abstract/Description: The importance of employment in our society is unmistakable. The financial outcome of employment allows us to provide for ourselves and others. Furthermore, our employment status, and the work in which we engage, play a part in defining our self-concept. For many people, however, sustained employment remains elusive. The unemployment rate for individuals with disabilities is staggering, and the consequences of being without a job affects those who are unemployed, their families, and our...
Show moreThe importance of employment in our society is unmistakable. The financial outcome of employment allows us to provide for ourselves and others. Furthermore, our employment status, and the work in which we engage, play a part in defining our self-concept. For many people, however, sustained employment remains elusive. The unemployment rate for individuals with disabilities is staggering, and the consequences of being without a job affects those who are unemployed, their families, and our society. There are many issues that directly challenge the employment status of people with disabilities. Some of these include funding for supported employment programs, employer bias, and the outcomes of our country's educational system. Another issue that affects the employment of individuals with disabilities is the manner in which they are prepared prior to employment and coached while on the job. The purpose of this investigation was to examine the effects of performance feedback delivered via covert audio coaching on the job performance of supported employees. A multiple baseline design across participants and work tasks was used to evaluate the effects of the intervention on the participants' work performance (accuracy and speed of task completion). The results demonstrated that the supported employees made substantial improvements on their accuracy and speed of completing the selected work tasks. The results also showed that the improvements maintained for 4-5 weeks following the removal of the intervention.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/186688
Subject Headings: People with disabilities, Employment, People with disabilities, Functional assessment, People with disabilities, Training of, Work measurement, Performance standards, Evaluation
Format: Document (PDF)

Title: An assessment of the effect of adult education on sustainable development in Jamaica.
Creator: McLean, Pauline., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: An assessment of the knowledge and the behaviors associated with sustainable development was conducted to determine the effect of adult education on sustainable development in Jamaica. The discourse for leadership commitment and governance, as well as continuous learning has its tenets in the discovery that the programs do not significantly address sustainable development (SD). While knowledge was significantly addressed, the programs failed to motivate useful action. The study has provided...
Show moreAn assessment of the knowledge and the behaviors associated with sustainable development was conducted to determine the effect of adult education on sustainable development in Jamaica. The discourse for leadership commitment and governance, as well as continuous learning has its tenets in the discovery that the programs do not significantly address sustainable development (SD). While knowledge was significantly addressed, the programs failed to motivate useful action. The study has provided an explanation of the barriers, costs, and limits to sustainability so that program planners can devise transfer of learning strategies that foster adaptation and mitigation. The investigation involved 35 adult educators and 84 trainees from four programs of the premier adult and continuing learning facility in Jamaica. Both groups agreed that the programs addressed the knowledge, but not the behaviors associated with SD, despite the fact that all three dimensions of SD were addressed in an almost equitable manner. The requirements for achieving SD were met by 7% of the respondents, while the percentage of respondents that achieved environmental sustainability, economic sustainability, and social responsibility was 15%, 16%, and 13%, respectively. The six measures correlated highly with the SD variable and were significant. However, there were no significant differences across the groups. Instructors and trainees agreed that knowing about the concerns of SD had not changed their thinking and behavior. On average, the principles of sustainability were not applied. Although hospitality programs were more effective than agriculture, construction and automotive programs in addressing the content on environmental sustainability, no program paid attention to transfer of learning. Cronbach's alpha for the survey instrument was .973., Although instructors were applauded for identifying SD concerns with learners, the sample mean was 38.84% with a standard deviation of 12.24. In all three dimensions, the mean for knowledge exceeded 50%, but fell below 25% for behavioral outcomes. These results are not generalizable. They have implications for instructional leadership and for curriculum design and development across the Caribbean. Additional assessments of higher-level adult learners in the select facility and in other specialized training programs are needed for the validation of these findings.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/186692
Subject Headings: Adult education, Education and globalization, Education, Higher, Economic aspects, Education and state
Format: Document (PDF)

Title: Perceptions of industry practitioners toward an academic degree program in public assembly facility management.
Creator: Riordan, James J., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Utilizing a modified Delphi Technique research study, consensus was sought from 298 practitioners in the public assembly facility management (PAFM) industry regarding their perceptions on varied matters connected to the academic preparation of managers/executives serving the industry. A comprehensive literature review and a prior pilot study were conducted for the purpose of creating the initial survey (Questionnaire 1). The pilot study consisted of an open-ended interview session with a...
Show moreUtilizing a modified Delphi Technique research study, consensus was sought from 298 practitioners in the public assembly facility management (PAFM) industry regarding their perceptions on varied matters connected to the academic preparation of managers/executives serving the industry. A comprehensive literature review and a prior pilot study were conducted for the purpose of creating the initial survey (Questionnaire 1). The pilot study consisted of an open-ended interview session with a panel (N=16) of PAFM managers. Sixty-four (64) of 66 consensus-seeking items attained consensus from the respondents (N=298) after Questionnaire 1 results were tabulated. Respondents were given the opportunity to re-assess their Questionnaire 1 choices in Questionnaire 2 and if compelled, change them. Items related to Kinesiology and Physical Education did not attain consensus status in Questionnaire 1 or Questionnaire 2. This study concluded: a) academic program in PAFM is beneficial to the industry (96%) and 63.5% viewed the degree as very important or essential; b) the preferred academic delivery level was Bachelors/undergraduate (52.7%); c) the degree program should be housed in Business (42%); d) the preferred competencies and skill sets were identified; e) the preferred course components were identified., Statistical analysis showed that there was a significant relationship between the type of public assembly facility where a respondent worked and the preferred academic unit of the program, as well as preferred general course components. Recommendations for future research include: (a) conducting a similar study employing solely qualitative methodology; (b) seeking potential significant relationships with gender, ethnicity, geographic location, ownership and governance of facilities, years of experience; and (c) comparing and contrasting results of this study among faculty who currently teach public assembly facility management courses and the students that are in said courses . The rising cost of providing safe and cost-efficient public assembly facilities require that the people operate these facilities possess the best set of managerial, administrative and technical skills related to the management of these facilities; this study aids in that quest by suggesting competencies and course components, and potentially a PAFM general academic curriculum, based on practitioner viewpoint.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/186765
Subject Headings: Facility management, Strategic planning, Executives, Training of, Creative ability in business, Management, Education, Aims and objectives
Format: Document (PDF)

Title: The role of identity in posttraumatic growth and psychological adjustment for adults with cancer.
Creator: Abernathy, Barbara E., College of Education, Department of Counselor Education
Abstract/Description: This mixed methods sequential research study was performed to explore the role of identity in posttraumatic growth and psychological adjustment for adults with cancer. One hundred nineteen individuals participated in an online survey which included items from Brief COPE, Mini-Mental Adjustment to Cancer (Mini-MAC), Brief Illness Perception Questionnaire (BIPQ), Sense of Coherence Scale - 3 items (SOC-3), Posttraumatic Growth Inventory (PTGI), Illness Intrusiveness Ratings Scale (IIRS), and...
Show moreThis mixed methods sequential research study was performed to explore the role of identity in posttraumatic growth and psychological adjustment for adults with cancer. One hundred nineteen individuals participated in an online survey which included items from Brief COPE, Mini-Mental Adjustment to Cancer (Mini-MAC), Brief Illness Perception Questionnaire (BIPQ), Sense of Coherence Scale - 3 items (SOC-3), Posttraumatic Growth Inventory (PTGI), Illness Intrusiveness Ratings Scale (IIRS), and Centrality of Event Scale (CES). A two-step cluster analysis divided the sample into two clusters based on the integration of cancer into identity: High Cancer Identity Cluster (cancer identity scores above M) with strong cancer identity and Low Cancer Identity Cluster (scores below the M) with a weak or absent cancer identity. HCIC yielded positive and negative subgroups. A discriminant analysis revealed which variables are significant predictors of group membership: PTG factor New Possibilities (Wilks'l = .781, F (1, 119) = 32.834, p = .000), Psychological Adjustment factor Anxious Preoccupation (Wilks' l= .863, F (1, 119) = 18.612, p = .000), Illness Intrusiveness factor Intimate Relationships (Wilks' l= .794, F (1, 119) = 30.348, p = .000), and Illness Perception factor Perceived Life Impact of Cancer (Wilks' l= .783, F (1, 119) = 32.412, p = .000). From the sample, 17 individuals and spouses/partners were interviewed to obtain a deeper understanding of the lived experience of cancer. Qualitative themes of suffering, woundedness, and uncertainty were found. Narrative data corroborated the quantitative data and contributed depth to the analysis. A new Cancer Identity Process Model was offered in which assimilative and accommodative efforts are informed by identity structures., Performing Normalcy is an assimilative process in which stressful life events such as cancer activate automatic behaviors guided by existing identity structures with the goal of reg As dissonance grows over the inability to re-establish valued former identities, negative affect and intrusive rumination prevails. Individuals then utilize accommodative strategies in a process of Constructing Survivorship to either regain valuable aspect of former identities or to create equally valued new ones.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/187204
Subject Headings: Adjustment (Psychology), Cancer, Psychological aspects, Stress management, Identity (Psychology), Mind and body
Format: Document (PDF)

Title: The effects of caffeine supplementation on strength and muscular endurance in resistance-trained women.
Creator: Goldstein, Erica R., College of Education, Department of Exercise Science and Health Promotion
Abstract/Description: The purpose of this study was to determine the acute effects of caffeine supplementation on strength and muscular endurance in resistance-trained women. In a randomized manner, 15 women consumed caffeine (6 mg/kg) or placebo (PL) seven days apart. Sixty minutes following supplementation, participants performed a one repetition maximum (1RM) barbell bench press test and repetitions to failure at 60% of 1RM. Heart rate and blood pressure were assessed at rest, 60 minutes post-consumption, and...
Show moreThe purpose of this study was to determine the acute effects of caffeine supplementation on strength and muscular endurance in resistance-trained women. In a randomized manner, 15 women consumed caffeine (6 mg/kg) or placebo (PL) seven days apart. Sixty minutes following supplementation, participants performed a one repetition maximum (1RM) barbell bench press test and repetitions to failure at 60% of 1RM. Heart rate and blood pressure were assessed at rest, 60 minutes post-consumption, and immediately following completion of repetitions to failure. Repeated measures ANOVA indicated a significantly greater bench press maximum with caffeine (p<0.05) (52.9 « 11.1 kg vs. 52.1 « 11.7 kg) with no significant differences between conditions in 60% 1RM repetitions (p=0.81). Systolic blood pressure was significantly greater post-exercise, with caffeine (p<0.05) (116.8 « 5.3 mmHg vs. 112.9 « 4.9 mmHg). Our findings indicate a moderate dose of caffeine may be sufficient for enhancing strength performance in resistance-trained women.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/187211
Subject Headings: Athletes, Nutrition, Endurance sports, Exercise, Physiological aspects, Dietary supplements, Physiological effect, Caffeine, Metabolism
Format: Document (PDF)

Title: Regenerative leadership : an integral theory for transforming people and organizations for sustainability in business, education, and community.
Creator: Hardman, Guillermo [John], College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study examined and compared the developmental experiences of leaders who have successfully developed their capacities to engage in and maintain a vision and practice for sustainability over time in themselves and others in business, education and community. Through the application of grounded theory as a systematic comparative method for the analysis of qualitative data, the study generated a substantive theory of leadership called regenerative leadership. This leadership approach is...
Show moreThis study examined and compared the developmental experiences of leaders who have successfully developed their capacities to engage in and maintain a vision and practice for sustainability over time in themselves and others in business, education and community. Through the application of grounded theory as a systematic comparative method for the analysis of qualitative data, the study generated a substantive theory of leadership called regenerative leadership. This leadership approach is especially relevant at a time when humankind is faced with accelerating change and increasing evidence that numerous natural and social systems at the global level have reached or are rapidly approaching points of overshoot and collapse. Among the major findings, the study revealed that the more evolved sustainability leaders are becoming increasingly dissatisfied with the construct of sustainability, and indicate the need for a profound cultural shift towards regenerative human systems. In this framework, regenerative organizations are driven by a sense higher purpose, and leadership is exercised heterarchically. Leaders and followers engage in generative conversations to create desirable futures which are then backcasted to eliminate unanticipated consequences. Throughout, participants emphasized the critical importance of engaging in personal and collective consciousness development or "inner work" in order to make regenerative practices possible.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/187212
Subject Headings: Reengineering (Management), Sustainable development, School management and organization, Organizational effectiveness, Social ecology
Format: Document (PDF)

Title: Academic dishonesty in online courses: the influence of students' characteristics, perception of connectedness, and deterrents.
Creator: Chase, Artyce-Joy., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to explore undergraduate students' behaviors related to academic dishonesty. Additionally, this study examined students' perceptions of their own connectedness within the online classroom, and perceptions of the effectiveness of deterrents to cheating. Participants in the study were enrolled in online courses within the College of Arts and Science at a regionally accredited for-profit university. Students enrolled at the university represent a geographic cross...
Show moreThe purpose of this study was to explore undergraduate students' behaviors related to academic dishonesty. Additionally, this study examined students' perceptions of their own connectedness within the online classroom, and perceptions of the effectiveness of deterrents to cheating. Participants in the study were enrolled in online courses within the College of Arts and Science at a regionally accredited for-profit university. Students enrolled at the university represent a geographic cross section primarily within the U.S. but included students living outside the U.S. Participants were asked about their individual feelings of overall connectedness within the online classroom. Connectedness was determined using five subscales to create an overall connectedness score. The subscales were attachment, bonding, climate, connection, and engagement. Statistical tests were conducted to assess and describe any relationships between connectedness, academic dishonesty, and demographic factors. Additionally, participants provided feedback on various methods used in online classes to encourage academic honesty. This study discovered significant relationships between academic dishonesty and students' feelings of connectedness. Students' academic performance was related also to feelings of connectedness within the online classroom. Additionally, the frequency of engagement in academic dishonesty increased as the students neared graduation. The findings of this study contribute to the body of knowledge related to pedagogy and course design of online classes.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/1927306
Subject Headings: Cheating (Education), Internet in education, Education, Higher, Moral and ethical aspects, Distance education, Moral and ethical aspects
Format: Document (PDF)

Title: The effect of cadence on time trial performance in novice female cyclists.
Creator: Graham, Patricia., College of Education, Department of Exercise Science and Health Promotion
Abstract/Description: The purpose of this study was to determine the effect of cadence on time trial performance in novice female cyclists. Ten novice female cyclists volunteered to participate in this study. Participants performed 3 sessions: one VO2 peak and two time trials (TT). Cadence was randomly selected and fixed for each TT (60 or 100 rpm) while power output (PO) was adjusted by the participant, as tolerated. Finish time, HR, blood lactate, PO, VO2, and RPE were measured throughout the time trials. The...
Show moreThe purpose of this study was to determine the effect of cadence on time trial performance in novice female cyclists. Ten novice female cyclists volunteered to participate in this study. Participants performed 3 sessions: one VO2 peak and two time trials (TT). Cadence was randomly selected and fixed for each TT (60 or 100 rpm) while power output (PO) was adjusted by the participant, as tolerated. Finish time, HR, blood lactate, PO, VO2, and RPE were measured throughout the time trials. The major finding of this study was the significantly faster (p<0.05) finish time (minutes) during the 60 rpm condition (34:23) versus the 100 rpm condition (37:34). Also the 60 rpm TT resulted in significant (p<0.05) differences for HR (155.9 vs 161.2 bpm), gross efficiency (21.1% vs 17.7%), and PO (147 vs 129 watts). These results indicate that novice female cyclists benefit from adopting a low cadence during an 8k TT.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/1927603
Subject Headings: Cycling for women, Bicycle racing, Training, Time trials, Exercise, Physiological aspects
Format: Document (PDF)

Title: A study of seventh grade geometry posttest scores after using the GeoLeg manipulative tool.
Creator: Pacilli, Phyllis., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The purpose of this research was to identify if 1) there is a difference in student achievement between students who use the GeoLeg manipulative tool and students who use a traditional compass, protractor, and ruler on the same geometry unit; 2) there is a difference in student achievement between the genders between those who use the GeoLeg manipulative tool and those students who do not; and 3) there is a relationship between identified learning styles and student achievement on a geometry...
Show moreThe purpose of this research was to identify if 1) there is a difference in student achievement between students who use the GeoLeg manipulative tool and students who use a traditional compass, protractor, and ruler on the same geometry unit; 2) there is a difference in student achievement between the genders between those who use the GeoLeg manipulative tool and those students who do not; and 3) there is a relationship between identified learning styles and student achievement on a geometry unit posttest after using the GeoLeg manipulative tool. There were 317 students in the study. The research found that students using the GeoLeg manipulative tool produced significantly better student performance on a posttest in this particular school setting. Although these results cannot be generalized to other school sites, it is plausible that these results could generalize to school sites whose demographics are similar. The research findings revealed that there was no statistically significant difference between male and female students within the treatment group. The significant finding is that the GeoLeg manipulative tool appears to work equally well with both genders. None of the learning styles, as identified by the Honey and Mumford Learning Styles Questionnaire, were correlated with student posttest score achievement on the tested geometry unit. In addition, there was no evidence to suggest that a student's learning style moderates the effectiveness of the use of the GeoLeg manipulative tool. There is no evidence to suggest that the effectiveness of the GeoLeg manipulative tool is any different depending upon the student's gender or learning style. The results of this research provide strong support for the use of the GeoLeg manipulative tool for improving student performance. Further research is needed to confirm these results in similar and different populations.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/1927614
Subject Headings: Geometry, Study and teaching, Aids and devices, Mathematics, Study and teaching (Secondary), Teaching, Aids and devices, Achievement in education, Educational technology
Format: Document (PDF)

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