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Title: UNDER PRESSURE: EXPLORING SCHOOL LEADERSHIP CHANGES PERICOVID-19 AND POST-GEORGE FLOYD USING AN ABDUCTIVE APPROACH.
Creator: Su-Keene, Eleanor, Bogotch, Ira, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: In the last two years, the United States has been greatly impacted by the global health pandemic of COVID-19 and a renewed national recognition of racial injustice catalyzed by the murder of George Floyd. These crises have created extensive pressures for school leaders to revamp their policies and procedures to ensure physiological safety and address systemic racism in schools, respectively. The purpose of this qualitative study was to explore how school principals dealt with and reacted to...
Show moreIn the last two years, the United States has been greatly impacted by the global health pandemic of COVID-19 and a renewed national recognition of racial injustice catalyzed by the murder of George Floyd. These crises have created extensive pressures for school leaders to revamp their policies and procedures to ensure physiological safety and address systemic racism in schools, respectively. The purpose of this qualitative study was to explore how school principals dealt with and reacted to COVID-19 and the murder of George Floyd and the pressures of this crisis context. Guided by multiple contextual lenses and theoretical frameworks, this study used an abductive analysis approach to uncover surprising and anomalous data to build renewed understandings in educational leadership. In doing so, I discovered elements of healthcare and sensemaking around life and death that led to the integration of a healthcare humanization framework. Together, this study found that principals adopted new or shifted roles and identities that focused on humanizing practices. Principals became first responders; mediators of health, political, and humanizing communications; needs-based leaders; civil rights leaders; and leaders who sought agency by supporting others in uncontrollable situations. These changes were embedded in systems that remained acontexual and dehumanistic that created tensions for leaders to navigate. These findings supported the early developments of a humanizing leadership peri-crisis framework to elucidate leaders’ responses in crisis contexts particularly when loss is imminent. This research is significant because the literature on theoretical frameworks for crisis school leadership is small and even fewer studies have operationalized humanizing school leadership practices. Recommendations based on the findings are also proposed for researchers, practitioners, and policy-makers.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014074
Subject Headings: Educational leadership, COVID-19, Floyd, George, 1973-2020., School leadership
Format: Document (PDF)

Title: A CORRELATIONAL ANALYSIS OF TEACHER JOB SATISFACTION AND JOB STRESS IN BROWARD COUNTY SCHOOLS.
Creator: Rodney-Hillaire, Renee, Shockley, Robert, Bogotch, Ira, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: This study aimed to analyze factors that predict job satisfaction and stress among Broward County teachers. A modified version of the WeBS survey was used to collect data on teachers' demographics, attitudes, and experiences related to job satisfaction. The sample used in this study was delimited to include only full-time teachers in Broward County Schools. Six research questions provided the foundation of the study, which was operationalized by Astin's (1993) input environment outcome model ...
Show moreThis study aimed to analyze factors that predict job satisfaction and stress among Broward County teachers. A modified version of the WeBS survey was used to collect data on teachers' demographics, attitudes, and experiences related to job satisfaction. The sample used in this study was delimited to include only full-time teachers in Broward County Schools. Six research questions provided the foundation of the study, which was operationalized by Astin's (1993) input environment outcome model (IEO). A descriptive analysis described the sample's individual and institutional characteristics and demographics. Correlational analyses were conducted to determine the strength of the relationship between variables. Finally, the data were analyzed using hierarchical, multiple regression. The regression model explored factors predicting job satisfaction and job stress among teachers. This study reported statistically significant results for each regression model. Statistically significant at p < .001, the factors that explained 55% of the variance in the final job satisfaction model included: How do background characteristics (e.g., sex, ethnic origin, and age), behavioral factors (e.g., openness, intrinsic motivation), and institutional variables (autonomy, student behavior, leadership, and school climate and culture) predict teacher job stress in Broward County? Implications for policy, practice and future research regarding job satisfaction and stress are included.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00013959
Subject Headings: Teachers--Job satisfaction, Broward County (Fla.), Teachers--Job stress
Format: Document (PDF)

Title: CONSTRUCTING CRITICAL HISTORICAL ANALYSES TO CULTIVATE CRITICAL HISTORICAL LITERACY: COLLEGE STUDENTS’ PERCEPTIONS.
Creator: Dockswell, Jeffrey S., Bogotch, Ira, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: To address learning needs and learning interests among college level history students, a curriculum reliant on critical pedagogical and critical thinking and historical thinking exercises was explored. These exercises combined to form critical historical analyses. Critical historical analyses are reports on current and relevant sociological problems influenced from historical factors. Such reports reflect developed historical literacy. In this research, six critical historical analyses...
Show moreTo address learning needs and learning interests among college level history students, a curriculum reliant on critical pedagogical and critical thinking and historical thinking exercises was explored. These exercises combined to form critical historical analyses. Critical historical analyses are reports on current and relevant sociological problems influenced from historical factors. Such reports reflect developed historical literacy. In this research, six critical historical analyses exercises were combined into a curriculum and instructional toolbox that was utilized to strengthen the historical literacy of two groups of college students enrolled in separate sections of an American history course. Once students engaged with critical pedagogical and critical thinking and historical thinking exercises featured in the critical historical analyses exercise toolbox, new learning emerged that gave students opportunities to develop critiques and conduct dialogic and writing activities using history content. Pedagogical exercises involved the history instructor engaging students initially in dialogic exercises and then moved to writing content. The history curriculum prompted non-history major college students, divided into advanced dual enrolled high school students and traditional state college students, to learn how to think in depth about societal issues linking the past and the present. Students then strengthened habits in how to identify relevant problems rooted from history and how to practice constructing modern solutions to problems. The aim was to help students establish their critical voices and enhance their historical literacy to ultimately cultivate critical historical literacy. Critical historical literacy among these students reflected abilities to interpret historical data through critiquing lenses that focused on social justice and societal progression while developing skills to construct defensible critical narratives with historical evidence. In the process, students cultivated critical historical literacy on the foundation of engaging with the six critical historical analyses toolbox exercises on which this study centered.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013842
Subject Headings: College students, Critical pedagogy, Curriculum planning
Format: Document (PDF)

Title: MILLENNIAL ALUMNI GIVING: MOTIVATIONS FOR DONATING TO THEIR ALMA MATER.
Creator: Albritton, Mary E., Bogotch, Ira, Floyd, Deborah L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: Helping through acts of philanthropy is a cultural norm in the United States. People of all generations give to a variety of causes, including their alma maters. Research shows that millennials had positive experiences at their institutions and want to stay engaged. However, they are more likely to donate to their favorite cause than their alma mater. This study investigates what motivates the millennial generation to give to their undergraduate alma mater. Building on existing work targeted...
Show moreHelping through acts of philanthropy is a cultural norm in the United States. People of all generations give to a variety of causes, including their alma maters. Research shows that millennials had positive experiences at their institutions and want to stay engaged. However, they are more likely to donate to their favorite cause than their alma mater. This study investigates what motivates the millennial generation to give to their undergraduate alma mater. Building on existing work targeted at giving, it asks: To what extent does personal experience affect millennials giving to their alma mater before graduation, during the process of graduation, and after graduation? Based on the review of literature on generational giving, and the theory of planned behavior, a survey was distributed targeting millennials who met the following two criteria: 1) born between 1980–2000, and 2) graduated with an undergraduate degree between 2005 and 2015. A secondary analysis of data was employed to correlate the findings from the close-ended survey and examine the giving trends among millennials and how those trends vary among the other three giving generations: mature/silents, baby boomers, and Generation X.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013444
Subject Headings: Millennials (Generation Y), Generation Y, Alumni and alumnae, Philanthropy and education
Format: Document (PDF)

Title: Global-Mindedness in Study Abroad Professionals.
Creator: Tucker, Tania Renee, Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This mixed methods study explored and measured the multi-dimensional construct of global-mindedness as it applies to the study abroad professional and defines the term study abroad professional. Hett’s (1993) Global-Mindedness Scale and the five dimensions of responsibility, cultural pluralism, efficacy, globalcentrism, and interconnectedness was utilized to determine the global-mindedness of study abroad professionals. Additionally, open and closed-ended questions were used to identify...
Show moreThis mixed methods study explored and measured the multi-dimensional construct of global-mindedness as it applies to the study abroad professional and defines the term study abroad professional. Hett’s (1993) Global-Mindedness Scale and the five dimensions of responsibility, cultural pluralism, efficacy, globalcentrism, and interconnectedness was utilized to determine the global-mindedness of study abroad professionals. Additionally, open and closed-ended questions were used to identify similarities across the study abroad professionals and to help define and give meaning to the term study abroad professional. Research findings lead to the identification of four themes. Theme one focused on characteristics that lend themselves to defining the term study abroad professionals. Theme two focused on the individual characteristics and their association with Hett’s five dimensions of global-mindedness. Qualitative data were used to support the various research questions whose answers became part of the working definition for a study abroad professional. Theme three focused on study abroad. And, theme four focused on evolving job announcements. International education, specifically study abroad, has become a specialized and recognized profession. What has emerged are specific academic requirements, professional training, and various professional and personal experiences being a requirement for entry into the field. Individuals entering the study abroad profession need to have an advanced degree, most likely in education or international/global studies (although other majors are acceptable), they will have studied, interned, volunteered, worked, or lived abroad, they will have good communication skills, be open-minded, organized, flexible, patient, empathetic, culturally sensitive, interculturally competent, and will have previous experience in the field. These findings have led to the definition of a study abroad professional. a study abroad professional is a globally-minded administrator or advisor with international and professional experiences, educational credentials, and personal traits that help them to relate to, communicate with, and support students, faculty, and staff, while fostering a safe study abroad environment that meets the needs of the institution and diverse student populations.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013152
Subject Headings: Foreign study, Cultural pluralism, Global, Mixed methods research
Format: Document (PDF)

Title: An Investigation of Kindergarten Teachers’ Attitudes, Knowledge, and Reported Practices Regarding Teacher Leadership in the State of Kuwait.
Creator: Aleisa, Bashayer, Bogotch, Ira, Barakat, Maysaa, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study aimed to investigate the attitudes, knowledge, and practices of Kuwaiti kindergarten teachers regarding their leadership roles in the classroom and schools within the State of Kuwait. This study was conducted using a mixed methods research design whereby both quantitative and qualitative data were collected and analyzed simultaneously. The qualitative sample included 56 kindergarten teachers and twelve heads of departments selected from 12 kindergarten schools from all six school...
Show moreThis study aimed to investigate the attitudes, knowledge, and practices of Kuwaiti kindergarten teachers regarding their leadership roles in the classroom and schools within the State of Kuwait. This study was conducted using a mixed methods research design whereby both quantitative and qualitative data were collected and analyzed simultaneously. The qualitative sample included 56 kindergarten teachers and twelve heads of departments selected from 12 kindergarten schools from all six school districts in the State of Kuwait. The quantitative sample included 560 volunteer participants who completed a survey that measures teachers’ values, practices, and their perspectives on school culture regarding teacher leadership. ANOVA was used to analyze the differences among school district location, years of teaching experience, and teacher’s education level. The findings suggested that there were no statistically significant correlations among teachers’ beliefs regarding teacher leadership and school location, years of experience, and education level. Also, there were no statistically significant correlations between teacher leadership practices and school location, years of experience, and education level. There were significant correlations between school climate conducive to teacher leadership and years of experience, without school location and education level. Moreover, the concept of teacher leadership was ambiguous in Kuwaiti kindergarten schools. There were some indications of opportunity for teacher leadership roles, but those roles were not considered effective by participants. Teacher participants believe that their roles are restricted, and this perspective was supported in part by the heads of department. Teachers enumerated some hindrances to teacher leadership, such as instability of ministry supervisors’ decisions; top-down, unilateral decision-making; and school administrations’ tight control of teachers’ roles to the level of organizing and running classrooms. Broader implementation of Kuwaiti school restructuring efforts employing a distributed leadership model among formal and informal leadership roles and positions is recommended to help improve quality of education, the teaching profession, and school reform. In the end, the most significant benefit would be gained by students.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013167
Subject Headings: Kindergarten teachers, Kuwait, Educational leadership
Format: Document (PDF)

Title: Factors That Contribute to Healthy Professional Relationships and a Positive Perception of School Climate in Christian Schools.
Creator: Hoffman, Tammy, Vaughan, Michelle, Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Several Christian schools are becoming insolvent due to competition from larger private and charter schools. The purpose of this explanatory sequential mixed methods study was to determine teacher and administrators’ perception of school climate in the dimension of “Professional Relationships” in two accredited secondary Christian schools in South Florida, identify factors that contribute to healthy interpersonal relationships between the two groups, and determine how each group’s Christian...
Show moreSeveral Christian schools are becoming insolvent due to competition from larger private and charter schools. The purpose of this explanatory sequential mixed methods study was to determine teacher and administrators’ perception of school climate in the dimension of “Professional Relationships” in two accredited secondary Christian schools in South Florida, identify factors that contribute to healthy interpersonal relationships between the two groups, and determine how each group’s Christian faith influenced their actions. This study was unique because it included the administrators. The Organizational Climate Descriptive Questionnaire Revised for Secondary Schools (OCDQ-RS) survey was administered and results indicated that the participants’ perception of school climate was strongly influenced by their interpersonal relationships with their leaders, and positive interactions with one leader balanced out negative interactions with another leader. The survey results determined that School B’s participants scored above average in all five behaviors, and in “Teacher Engaged Behavior” their high score was an outlier, but the qualitative strand proved the score was appropriate. A t-test proved there was a significant statistical difference between the two research sites. Both schools scored above average in their openness scores, supporting the literature that Christian schools tend to have healthier school climates than public schools. An intrinsic case study was used for the qualitative strand, and the results indicated that teachers appreciate “Intentional Compassionate Leaders” who demonstrate healthy communication skills and compassion, and administrators appreciate “Professional Teachers” who demonstrate healthy communication skills and reciprocal compliance. Teachers appreciate administrators who demonstrate humility, Christian leadership, collaboration, accessibility, and visibility. These findings are significant for all educators because they identify concrete actions that teachers and administrators can take to improve their professional relationships. Christian school leaders could consider conducting a school climate study with a qualitative strand and following the Christian Transformational Leadership style, which encourages leaders to develop professional relationships with teachers, provide teachers with growth opportunities, develop a shared vision with their staff, and incorporates the three R’s, which stand for Christian school leaders who are “responsible” to secure “resources” and implement “reform” to keep their school in business.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013069
Subject Headings: Christian schools., Church schools--Administration., Interpersonal relations., School climate
Format: Document (PDF)

Title: A Model for Improving Teacher Engagement Through Administrative Support.
Creator: Campbell, James C., Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: School leaders in the elementary and secondary levels are continually in search of ways to raise student achievement. It is acknowledged that a quality teacher is the most effective means to ensure student success. However, school leaders cannot stop at hiring quality teachers. They must take steps to provide support for those teachers so they will remain engaged in their jobs. This research study sought to examine how various supportive actions by school principals can affect teacher...
Show moreSchool leaders in the elementary and secondary levels are continually in search of ways to raise student achievement. It is acknowledged that a quality teacher is the most effective means to ensure student success. However, school leaders cannot stop at hiring quality teachers. They must take steps to provide support for those teachers so they will remain engaged in their jobs. This research study sought to examine how various supportive actions by school principals can affect teacher engagement. It addressed the research questions of “Can administrative support factors predict teacher engagement?” and “Can teacher engagement predict student achievement?” This was accomplished through a literature review of the topics associated with teacher engagement as well as a quantitative analysis of responses solicited from high school teachers in a large urban school district in the Southeastern United States. The results indicate that administrative support factors can predict teacher engagement as the model predicted that a significant amount (54%) of the variance in teacher engagement was due to the predictor variables. It was found that the social events factor significantly predicted teacher engagement (b=.419) with the next highest weight being the assessment factor (b=.246). However, the study did not show a predictive relationship between teacher engagement and student achievement.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004887, http://purl.flvc.org/fau/fd/FA00004887
Subject Headings: Teachers--In-service training., Teachers--Quality of., School improvement programs., Educational leadership., Teacher-principal relationships., School management and organization., School principals--Professional ethics., Mentoring in education.
Format: Document (PDF)

Title: Possible Futures for Teacher Education Programs: Meta-Theory Orientation.
Creator: Svendsen, Jared C., Bogotch, Ira, Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study problematizes teacher education, and its accreditation guidelines as set forth by the Council for the Accreditation of Educator Preparation. The analysis herein conceptualizes teacher education as contextually contingent on sociocultural metanarratives, as functioning paradigmatically through consensus and gatekeeping mechanisms, and as a structure existing within a matrix of discipline and surveillance that is designed to perpetuate status quo power dynamics. This...
Show moreThis study problematizes teacher education, and its accreditation guidelines as set forth by the Council for the Accreditation of Educator Preparation. The analysis herein conceptualizes teacher education as contextually contingent on sociocultural metanarratives, as functioning paradigmatically through consensus and gatekeeping mechanisms, and as a structure existing within a matrix of discipline and surveillance that is designed to perpetuate status quo power dynamics. This conceptualization grounds dominant teacher education modalities within a specific meta-theory orientation. Through this analysis, the author also explores an alternative conceptualization of teacher education that appeals to the educative power of contextual awareness, ontological sensitivity, and democratically recursive pedagogical and relational processes. Such a conceptualization reflects an alternative meta-theory orientation. For the purposes of this analysis, the author employed textual analysis of sampled website literature from Teacher Education Programs in six geographic regions within the United States. This textual analysis was grounded in the aforementioned conceptualizations and was intended to reveal meta-theory orientations as expressed in a program’s official text.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004679, http://purl.flvc.org/fau/fd/FA00004679
Subject Headings: Action research in education, Education -- Philosophy, Educational leadership, Effective teaching, Teacher effectiveness, Teachers -- Training of -- Evaluation
Format: Document (PDF)

Title: An Assessment of Leadership Practice in High Schools: Improving Graduation Rates.
Creator: Osorio, Maria Eugenia, Maslin-Ostrowski, Patricia, Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This research was based on a multi-case study design focused on the leadership practice of high school principals and assistant principals and their roles in improving graduation rates. The study sought to answer one overarching research questions: In schools that demonstrate an increase in graduation rates what leadership practices are evidenced in principals and assistant principals and teacher leaders. One sub-question addressed the tools and interventions that the leadership team...
Show moreThis research was based on a multi-case study design focused on the leadership practice of high school principals and assistant principals and their roles in improving graduation rates. The study sought to answer one overarching research questions: In schools that demonstrate an increase in graduation rates what leadership practices are evidenced in principals and assistant principals and teacher leaders. One sub-question addressed the tools and interventions that the leadership team practices in relation to improving graduation rates and the second sub-question addressed the accountability of changing standards with respect to graduation rates. A third sub-question sought to answer how interactions of principals and assistant principals relevant to improvement in student performance are interpreted by faculty and staff. The purposeful sample from each of the three high schools consisted of one principal, four assistant principals and one teacher leader. Data collection methods included interviews, observations and qualitative document review of high school graduation rates. The study reveals six major findings: (a) school leaders establish a clear vision, mission or goal to increase graduation rates, (b) identification, management and evaluation of academic enrichment programs are necessary interventions for student success, (c) school leaders build a culture of student learning and achievement through a system of processes, programs and support initiatives, (d) the leadership team is knowledgeable, strongly motivated and devoted to their role as leaders in serving all students, (e) school leaders use data as guiding variables in making decisions regarding at-risk student achievement and success, and (f) school leaders develop and foster positive relationships with students and teachers.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004618
Subject Headings: School improvement programs., Educational leadership., School management and organization., School principals--Professional relationships., Assistant school principals--Professional relationships., Organizational behavior.
Format: Document (PDF)

Title: Concurrent Enrollment and Academic Performance of Community College English Language Learners.
Creator: Johnson, Stephen R., Floyd, Deborah L., Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Community colleges provide open access and affordable options for higher education to a growing population of adult English Language Learners (ELLs) in the United States. Language minority groups, particularly native Spanish speakers, are currently the fastest growing demographic in the nation. Community college English as a Second Language (ESL) courses constitute a vital support for these students by providing adult ELL students with foundational college literacy skills. With the growing...
Show moreCommunity colleges provide open access and affordable options for higher education to a growing population of adult English Language Learners (ELLs) in the United States. Language minority groups, particularly native Spanish speakers, are currently the fastest growing demographic in the nation. Community college English as a Second Language (ESL) courses constitute a vital support for these students by providing adult ELL students with foundational college literacy skills. With the growing demand for college graduates in today's workforce, language minority students, like their native English-speaking (NES) counterparts, need to leave college with vendible work credentials. Community colleges need practical and affordable ways to improve learning and degree completion rates of their English language learners. College ESL programs face two key challenges in realizing this goal: (1) providing quality language preparation for college-bound E LLs, and (2) developing efficient ways to deliver curricula to a student population that has limited financial resources and time. This was a single institution case study that investigated two ESL curriculum models at a large urban community college. The study compared the academic performance and persistence of ELL students who studied in a sheltered ESL curriculum to ELL students who studied in a concurrent enrollment ESL curriculum that combined college-level courses with advanced ESL study. The researcher analyzed student data from college archives: transcript data, admission data, and course performance results. Data from three student groups were salient to the study -- students in concurrent enrollment courses (partially-mainstreamed ESL students), students in traditional ESL courses (not mainstreamed), and native English speakers in freshmen-level general education courses. The study described the relationship between the two types of ESL curriculum and the academic performance and persistence of ELL students in each program. Findings showed that advanced ELL students were able to successfully complete select college courses as they finished their ESL program. Results indicated that early access to college courses motivated students to persist. This study can help ESL practitioners and administrators in higher education determine if a concurrent enrollment curriculum model is a viable alternative for intermediate and advanced level ELL students.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004509, http://purl.flvc.org/fau/fd/FA00004509
Subject Headings: Academic achievement, Community colleges -- Administration -- Evaluation, Community colleges -- Curricula, English language -- Study and teaching -- Foreign speakers -- Education (Higher), Second language acquisition
Format: Document (PDF)

Title: Globalization and Higher Education in Florida's State University System.
Creator: Ilyas, Mohammad, Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this research was to assess how prepared Florida's State University System (SUS) institutions have been during the past five years (2008-2013) in responding to the challenges of globalization. The research also established institutional trends for the past five years (2008-2013) and projections for the next five years to seize the opportunities offered by globalization and to produce graduates with global competency skills. Ten of the 12 SUS institutions studied in this...
Show moreThe purpose of this research was to assess how prepared Florida's State University System (SUS) institutions have been during the past five years (2008-2013) in responding to the challenges of globalization. The research also established institutional trends for the past five years (2008-2013) and projections for the next five years to seize the opportunities offered by globalization and to produce graduates with global competency skills. Ten of the 12 SUS institutions studied in this research were Florida A&M University (FAMU), Florida Atlantic University (FAU), Florida Gulf Coast University (FGCU), Florida International University (FIU), Florida State University (FSU), University of Central Florida (UCF), University of Florida (UF), University of North Florida (UNF), University of South Florida (USF), and University of West Florida (UWF). The research was conducted as a case study using multi-method approach. The quantitative analysis was based on the information collected from the institutions and from the integrated postsecondary education data system (IPEDS). The qualitative analysis was based on the institutional mission statements, vision statements, and strategic plans. The quantitative analysis used six data parameters to compute a globalization composite index (GCI) for institutional comparisons and for establishing trends and future projections. Integrating quantitative and qualitative analyses led to the research findings of this study. Based on this study, the institutional preparedness for globalization has been low for six SUS institutions (FAMU, FAU, FGCU, UCF, UNF, and UWF) and has been medium for the remaining four (FIU, FSU, UF, and USF). The trend analysis showed that institutional preparedness could be improved significantly if robust and focused efforts are made over the next five years. In that case, the institutional preparedness for FAMU, FGCU, UNF, and UWF could ascend to medium; for FAU and UCF, it could improve to medium+; and for FIU, FSU, UF, and USF, it could reach high. The research concluded with some recommendations to help the leadership of Florida and the SUS institutions in responding effectively to the challenges of globalization. A few recommendations for future research in this field also are provided.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004507, http://purl.flvc.org/fau/fd/FA00004507
Subject Headings: Education and globalization, Education, Higher -- Effect of technological innovations on, Education, Higher -- Florida, Educational change -- Florida
Format: Document (PDF)

Title: Virtual K-12 leadership: a postmodern paradigm.
Creator: Tucker, Tommy N., Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This phenomenological, mixed-method study compared and contrasted virtual K- 12 school leadership with traditional face-to-face leadership. All 106 participants served for a minimum of two years in each setting. The study was conducted in two phases in order to reveal consensus and dissensus points of view. Conceptually, a postmodern framework was used to deliberately create spaces for new leadership ideas to emerge through surveys and interviews. The data included teachers and leaders from...
Show moreThis phenomenological, mixed-method study compared and contrasted virtual K- 12 school leadership with traditional face-to-face leadership. All 106 participants served for a minimum of two years in each setting. The study was conducted in two phases in order to reveal consensus and dissensus points of view. Conceptually, a postmodern framework was used to deliberately create spaces for new leadership ideas to emerge through surveys and interviews. The data included teachers and leaders from charter, district, and state virtual K-12 schools. Phase one of the study used a modified Delphi methodology, consisting of an Internet-based survey and semantic differential survey. The second phase was a round of interviews, seeking similarities and differences between leadership in the two domains. Using the lens of postmodernism, the nuances of difference arising from contextual factors were examined, along with the often-unheard voices of dissensus within the ranks of virtual K-12 leaders and teachers. Among the major findings, the study revealed no significant differences in leadership between traditional and virtual K-12 leaders. A new paradigm of “leadership by design” was uncovered as one possible means of innovating through virtual K-12 leadership.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004168, http://purl.flvc.org/fau/fd/FA00004168
Subject Headings: Education -- Effect of technological innovations on, Educational leadership, School management and organization, Virtual work teams
Format: Document (PDF)

Title: An exploratory examination of “pockets of success” in creating urban high schools of opportunity for LSES students.
Creator: Gaines, Frank, Bogotch, Ira, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this exploratory study was to examine “pockets of success” through the voices of participant stakeholders in low socio-economic status urban high schools and communities to identify opportunities and structures that can improve postsecondary outcomes for students. Examining those pockets of success to rise above the dynamics that obstruct pathways to success, and identifying opportunities for students to transcend their social, economic, and human condition, are the impetuses...
Show moreThe purpose of this exploratory study was to examine “pockets of success” through the voices of participant stakeholders in low socio-economic status urban high schools and communities to identify opportunities and structures that can improve postsecondary outcomes for students. Examining those pockets of success to rise above the dynamics that obstruct pathways to success, and identifying opportunities for students to transcend their social, economic, and human condition, are the impetuses for the study. The study design is grounded in portraiture, created by Lawrence-Lightfoot and Hoffman-Davis (1997), to detail the intricate dynamics and relationships that exist in high schools. Portraiture steps outside of the traditional boundaries of quantitative and qualitative research to converge narrative analysis with public discourse in a search for authenticity. Identifying what the participants value, how they create and promote opportunities for students, the school’s role in rebuilding the surrounding community, and the community’s priority for graduates, provided the groundwork. The review of the literature reconstructs the term “opportunity” in the context of the urban high school, aligning it with the moral purposes of education. It traces the history of educational and social justice barriers for minority students, outlines the impact of leadership decision-making on the evolution of the urban high school, and addresses increasing the capacity of schools to create opportunities for students to succeed. Participants revealed the foundations for success, challenges and goals toward success, conduits to facilitate that success, and collaborations required to build an agenda to couple school-based stakeholders, civic groups, and national organizations to the creation of a national platform to improve outcomes for urban public high school students in disenfranchised communities.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004019
Subject Headings: Academic achievement -- Social aspects, Educational equalization, Effective teaching, Minorities -- Education -- Social aspects, School improvement programs
Format: Document (PDF)

Educational leadership (4)	+ -
Educational leadership. (2)	+ -
Effective teaching (2)	+ -
School improvement programs. (2)	+ -
School management and organization. (2)	+ -

Academic achievement -- Social aspects (1)	+ -
Academic achievement (1)	+ -
Action research in education (1)	+ -
Alumni and alumnae (1)	+ -
Assistant school principals--Professional relationships. (1)	+ -
Broward County (Fla.) (1)	+ -
COVID-19 (1)	+ -
Christian schools. (1)	+ -
Church schools--Administration. (1)	+ -
College students (1)	+ -
Community colleges -- Administration -- Evaluation (1)	+ -
Community colleges -- Curricula (1)	+ -
Critical pedagogy (1)	+ -
Cultural pluralism (1)	+ -
Curriculum planning (1)	+ -
Education -- Effect of technological innovations on (1)	+ -
Education -- Philosophy (1)	+ -
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