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Title: Instructor intent to integrate online collaborative activities: a case study.
Author: Valaitis, Karen Lynn
Abstract/Description: Online higher education has expanded over the last decade to meet workforce needs for job placement in areas such as healthcare. Collaborative activities are a method used in higher education to develop the higher-order skills that students need to succeed in today's workforce. However, instructors have continued to make the integration of online collaborative activities a low priority. The purpose of this qualitative case study was to explore instructor intent to integrate collaborative...
Show moreOnline higher education has expanded over the last decade to meet workforce needs for job placement in areas such as healthcare. Collaborative activities are a method used in higher education to develop the higher-order skills that students need to succeed in today's workforce. However, instructors have continued to make the integration of online collaborative activities a low priority. The purpose of this qualitative case study was to explore instructor intent to integrate collaborative activities in online undergraduate courses preparing students in the field of healthcare. Participants were a purposefully selected sample of 10 undergraduate instructors in healthcare who were not integrating online collaborative activities at the time of the study. The sources of data were one-on-one interviews, a focus group interview, and document research. The theory of planned behavior provided the framework to align the purpose of the study and the research questions. The theory of planned behavior assumes a person's intentions accurately predict a corresponding behavior, and the factors influencing their intent include personal attitude, subjective norms, and perceived behavioral control. The findings demonstrate that instructors had a negative intent to integrate online collaborative activities, and the primary areas of influence were personal attitude and subjective norms. Major conclusions include the fact that instructors believe collaborative activities do not achieve the intended outcomes and are more difficult for instructors to manage online than in face-to-face courses. Future research should explore whether strategies directed at changing these beliefs alter the intent to integrate online collaborative activities.
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Date Issued: 2020, 2020
Identifier: 1202267738, WFE0000725
Format: Document (PDF)

Title: Examining factors that influence student use of lecture capturing technology.
Author: Adrian, Todd Lee
Abstract/Description: ABSTRACT: Higher education institutions implement lecture capturing technology (LCT) to provide students access to recorded course lectures. Consequently, institutions can experience barriers implementing LCT related to lack of student use of the technology. This study's purpose was to examine whether performance expectancy, effort expectancy, social influence, and facilitating conditions influence undergraduate nursing students' decisions to use LCT after attending face-to-face lectures at a...
Show moreABSTRACT: Higher education institutions implement lecture capturing technology (LCT) to provide students access to recorded course lectures. Consequently, institutions can experience barriers implementing LCT related to lack of student use of the technology. This study's purpose was to examine whether performance expectancy, effort expectancy, social influence, and facilitating conditions influence undergraduate nursing students' decisions to use LCT after attending face-to-face lectures at a state college in Florida. The unified theory of acceptance and use of technology (UTAUT) served as the theoretical framework. This study incorporated a quantitative correlational design and used a modified UTAUT survey instrument to determine if there are statistically significant relationships among the UTAUT constructs and LCT use. A linear regression was performed, and the results suggested there was a statistically significant relationship between the performance expectancy construct and use of LCT, r(116) = .647, p < .01, two-tailed; the effort expectancy construct and use of LCT, r(116) = .249, p < .01, two tailed; and the social influence construct and student use of LCT, r(116) = .255, p < .01, two tailed. A multiple regression analysis suggested performance expectancy, effort expectancy, social influence, and facilitating conditions statistically significantly predicted student LCT usage, F(4, 113) = 21.32, p < .001. The R2 = .430 with a large effect size (f2 = .754). The results from this study add to the limited body of knowledge on LCT use and provide technology leaders with a better understanding of factors contributing to student use of LCT, which can be used for future research.
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Date Issued: 2019.
Identifier: 1127639386, WFE0000645
Format: Document (PDF)

Title: Exploring brand reputation in sustainable undergraduate enrollment at a public American university.
Author: Aboagye, Bright Da-Costa
Abstract/Description: The decrease in the college-going population, along with the deregulation of the higher education sector has contributed to the consistent decline in undergraduate enrollment in several American universities and colleges, including the research site for this study. The National Student Clearinghouse Research Center (NSC Research Center, 2019) reported that the total enrollment of college students in the United States has decreased for 8 successive years (2011-2019), resulting in the closure...
Show moreThe decrease in the college-going population, along with the deregulation of the higher education sector has contributed to the consistent decline in undergraduate enrollment in several American universities and colleges, including the research site for this study. The National Student Clearinghouse Research Center (NSC Research Center, 2019) reported that the total enrollment of college students in the United States has decreased for 8 successive years (2011-2019), resulting in the closure or merger of some higher educational institutions. Scholars and strategic management professionals have proposed the use of strategic resources to help institutions achieve sustainable enrollment growth. Using a qualitative case study approach and the resourcebased view theory (RBV) as a theoretical framework, the study explored how select administrative stakeholders in a public university leverage brand reputation as a strategic resource for achieving sustainable undergraduate enrollment growth in the Southeastern United States. The RBV comprises four constructs (valuable, rare, inimitable, organize) that describe resources essential to distinguish an institution's brand. Eight participants were purposefully selected and interviewed. Findings from the study revealed that the administrative stakeholders employed several brand strategies including creating consistent brand messages, exploiting visual identity, highlighting high-impact practices, and leveraging the university's historic and geographic location to ensure sustainable enrollment. This study can inform higher educational leaders on how to strategically re-align their brand reputation management strategies to achieve long-term enrollment sustainability. Since this study's findings may be more relevant to public sector institutions, future studies can explore the same phenomenon among proprietary and faithbased institutions.
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Identifier: 1294314098, WFE0000771
Format: Document (PDF)

Title: Mathematics learning support center visits and college students' mathematics anxiety and self-efficacy.
Author: Johnson, Hannah Ada
Abstract/Description: College students' inability to complete necessary mathematics coursework due to elevated mathematics anxiety levels can hinder degree completion and affect graduation rates. Institutes of higher education should offer students enrolled in a developmental mathematics course opportunities outside of the classroom that potentially lower mathematics anxiety levels and increase self-efficacy levels. The purpose of this quantitative correlational study was to examine the correlation between the...
Show moreCollege students' inability to complete necessary mathematics coursework due to elevated mathematics anxiety levels can hinder degree completion and affect graduation rates. Institutes of higher education should offer students enrolled in a developmental mathematics course opportunities outside of the classroom that potentially lower mathematics anxiety levels and increase self-efficacy levels. The purpose of this quantitative correlational study was to examine the correlation between the frequency of visits to a mathematics learning support center and mathematics anxiety levels and self-efficacy among nontraditional developmental mathematics students at a 2-year college in Florida. The study applied Bandura's (1986) social cognitive theory that explains interactions that exist between behavior (mathematics anxiety), personal factors (self-efficacy), and environmental events (learning support centers) as the theoretical framework. I utilized convenience sampling to collect survey data from 16 participants. The data analysis revealed a statistically significant difference between preintervention and postintervention mathematics anxiety levels (p = 0.028) and self-efficacy levels (p = 0.0075). However, a statistically significant correlation did not exist between the frequency of visits to a mathematics learning support center and participant levels of mathematics anxiety (p = 0.241) and self-efficacy (p = 0.850). The study results have implications for current policies by examining the correlation between attendance at learning support centers and developmental mathematics students' mathematics anxiety and self-efficacy levels. Because the sample size was significantly reduced due to COVID-19 restrictions, I suggest future research with a larger sample size should be conducted.
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Identifier: 1294314080, WFE0000770
Format: Document (PDF)

Title: Decontextualized skill-cueing: teaching the overarm throw to music with counts.
Author: Atwood, Kym Yvonne
Abstract/Description: The overarm throw is a difficult multi-limb task because the overarm throw requires synchronized dexterity of the entire body. Research has determined that the inability to throw hinders children's participation in physical activities. The dynamic systems theory, which describes the interactions and processes that manipulate development, framed this quantitative study to investigate the effects of overarm throw instruction without a ball accompanied by verbal, directional cueing set to music...
Show moreThe overarm throw is a difficult multi-limb task because the overarm throw requires synchronized dexterity of the entire body. Research has determined that the inability to throw hinders children's participation in physical activities. The dynamic systems theory, which describes the interactions and processes that manipulate development, framed this quantitative study to investigate the effects of overarm throw instruction without a ball accompanied by verbal, directional cueing set to music with counts (decontextualized skill-cueing). A repeatedmeasures analysis of variance analyzed the process scores of the overarm throw for accuracy across three periods for 78 girls and boys in kindergarten and first and second grades. Data analysis found the main effect comparing the genders was significant, indicating a difference in the process scores between genders across the three periods. Descriptive statistics indicated the means for both sets of participants gradually increased after the pretest through the posttest and the retention test with the highest mean at retention test; yet, the means for the female participants were not as high on any test as were the means for the male participants. Further, the main effect between the control and treatment groups was also significant. Both groups' process scores increased over time from pretest to posttest; however, the control group's scores decreased during the retention test, as evidenced by the means and standard deviations. The study upholds the dynamic systems theory constructs that posit the body's multiple physiological components combine to create over-time skill variability in the body relative to the task, individual, and environment.
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Date Issued: 2021
Identifier: 1298724934, WFE0000797
Format: Document (PDF)

Title: Exploring the concepts of critical pedagogy in a university in Western Africa.
Author: Nkansah, Joan Nkansaa
Abstract/Description: Quality education and appropriate training that students need to become relevant to society are lacking in many Ghanaian universities. The instructional delivery techniques in these universities do not expose students to critical thinking and the development of critical consciousness. However, studies have established that when students possess critical consciousness, they improve themselves and take actions that serve the best interest of society. The identified case is a private university...
Show moreQuality education and appropriate training that students need to become relevant to society are lacking in many Ghanaian universities. The instructional delivery techniques in these universities do not expose students to critical thinking and the development of critical consciousness. However, studies have established that when students possess critical consciousness, they improve themselves and take actions that serve the best interest of society. The identified case is a private university in Ghana that has prioritized cultivating critical thinking skills and developing critical consciousness within students. The strategies for teaching and learning at this university bear similarity with the principles of critical pedagogy. These strategies do not only set the institution apart from other universities but reflect in students' academic and career excellence. The purpose of this qualitative descriptive case study, therefore, was to explore how the concepts of critical pedagogy inform the instructional delivery methods in the university. The study employed critical pedagogy as the conceptual framework with research questions emerging from the concepts (i.e., problem-posing education, teacher and student roles, praxis, dialogue) as well as the study's problem and purpose. Eleven purposefully selected participants provided an in-depth illumination of the subject matter. The study's findings revealed that the concepts of critical pedagogy inform the instructional delivery methods in the institution through problem-based curricula content, entrepreneurial skill development, collaborative education, and leadership skill development. The study has policy implications. The findings provide resourceful information to educational leaders on future curriculum and instructional design that are appropriate for individual and national development.
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Date Issued: 2020, 2020
Identifier: 1202267438, WFE0000724
Format: Document (PDF)

Title: The relationship between test-taker characteristics and initial teacher certification examination performance.
Author: Stevenson, Nathan James
Abstract/Description: Basic teacher certification examinations serve as the primary tool for assessing the academic readiness of candidates to enter teacher education programs in many parts of the United States. However, data indicate that teacher examinations disproportionately hinder diverse individuals. Current research has linked Florida's General Knowledge, Florida Teacher Certification Examination (FTCE) with the stagnation of qualified teacher education applicants but has failed to investigate the...
Show moreBasic teacher certification examinations serve as the primary tool for assessing the academic readiness of candidates to enter teacher education programs in many parts of the United States. However, data indicate that teacher examinations disproportionately hinder diverse individuals. Current research has linked Florida's General Knowledge, Florida Teacher Certification Examination (FTCE) with the stagnation of qualified teacher education applicants but has failed to investigate the examination specifically. The purpose of this quantitative correlational study was to examine the relationship between test-taker characteristics and the number of attempts test-takers required to pass the General Knowledge FTCE at a Southeastern U.S. public university. Astin's (1993) input-environment-outcome (I-E-O) model guided the study by suggesting test-taker characteristics may be related to the test-taker outcome of passing the General Knowledge FTCE. I utilized Spearman's rank-order correlation and Pearson's chisquare test to analyze the relationship between academic and demographic characteristics of the sample (N = 623) and the number of General Knowledge FTCE attempts. The study did not find a statistically significant relationship or difference between grade point average (GPA), firsttime-in-college (FTIC) status, transfer status, or gender and the number of General Knowledge FTCE attempts. A small negative monotonic relationship between age and the number of General Knowledge FTCE attempts and a statistically significant difference between race and the number of test attempts were found. I discuss implications pertaining to the need for further research on the relationship between age and teacher certification examination success, alternative teacher certification assessments, and General Knowledge FTCE score reporting.
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Identifier: 1298717951, WFE0000794
Format: Document (PDF)

Title: Effects of 4-H youths' prosocial development on academic achievement in north Florida counties.
Author: Hancock, Emily Baxter
Abstract/Description: Placing youths' academic achievement over prosocial skill development is stunting youths' social and emotional growth. Research shows that the 4-H youth organization promotes prosocial skill development in youth. The purpose of this cross-sectional correlational study was to examine the relationship between the intensity of participation in a 4-H youth program and the development of prosocial behavior in nine to 12-year-olds in three North Florida counties. The research is framed by Arnold's...
Show morePlacing youths' academic achievement over prosocial skill development is stunting youths' social and emotional growth. Research shows that the 4-H youth organization promotes prosocial skill development in youth. The purpose of this cross-sectional correlational study was to examine the relationship between the intensity of participation in a 4-H youth program and the development of prosocial behavior in nine to 12-year-olds in three North Florida counties. The research is framed by Arnold's 4-H thriving model which operationalizes the outcome variables that contribute to positive youth development. The researcher used Bronfenbrenner's ecological systems theory to support Arnold's model. The researcher sampled public school, 4-H youth from three North Florida counties between the ages of nine and 12. A convenience sample of 4- H youth (N = 72) completed the Bridge-PYD survey to evaluate their presentation of positive development while the 4-H leaders and corresponding classroom teachers completed the Child Trends Survey to reveal youths' prosocial presentation in the two environments. Included in the data collection are measures of youths' most recent reading and math scores on the Florida Standards Assessments (FSA). Moderation analysis demonstrated a significant moderation effect, p < .001, indicating that the relationship between prosocial development and academic achievement is moderated by the intensity of 4-H participation. The results conclude that North Florida 4-H youths presented high prosocial skill development in addition to academic success as measured by the FSA. This study serves as a resource for youth development practitioners and an examination of current education mandates.
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Date Issued: 2020, 2020
Identifier: 1202024515, WFE0000715
Format: Document (PDF)

Title: Increasing reading motivation among fourth-grade students in Title I elementary schools.
Author: Blake-Griffin, Crystal Dawn
Abstract/Description: Children's motivation to read decreases as they advance in grade level to upper elementary school. Only 35% of America's fourth-grade students achieved reading proficiency. There is a need for increased reading motivation; teachers can influence students' motivation to read with certain instructional practices. This qualitative interpretive case study explored how teachers increased students' reading motivation by implementing specific instructional strategies based on the constructs of the...
Show moreChildren's motivation to read decreases as they advance in grade level to upper elementary school. Only 35% of America's fourth-grade students achieved reading proficiency. There is a need for increased reading motivation; teachers can influence students' motivation to read with certain instructional practices. This qualitative interpretive case study explored how teachers increased students' reading motivation by implementing specific instructional strategies based on the constructs of the self-determination theory (SDT): autonomy, competence, and relatedness. According to Deci and Ryan (1985b), satisfying these three SDT constructs fulfills the basic psychological needs of students and determine their behavior as well as their motivation to complete tasks such as reading. The researcher conducted this qualitative interpretive case study in three Title I schools in one school district in the Southeastern United States. Participants were three fourth-grade teachers selected for exemplary implementation of motivational, instructional practices while maintaining achievement standards. The researcher collected qualitative data using two interviews with each teacher and two observations of instructional practices in each classroom. The researcher found that the a-priori strategies that addressed autonomy were choice, authentic tasks, and providing a rationale. Strategies that addressed relatedness were collaborative learning and relationships, and those that addressed competence were positive feedback, providing appropriate challenges with scaffolds, and time for self-selected reading. The emergent strategies were technology and reading, which addressed all three constructs. The researcher believes additional studies are necessary to learn more about how technology can address students' needs for relatedness, autonomy, and competence to motivate students to read.
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Date Issued: 2020, 2020
Identifier: 1233323326, WFE0000750
Format: Document (PDF)

Title: New Jersey PK-12 principals' sensemaking of their experiences with environmental sustainability efforts.
Author: Mendez, Cluny Christine
Abstract/Description: Environmental sustainability is a growing concern around the world and an issue in many organizations. In schools, many principals have implemented environmental sustainability programs for students. However, it is unclear if the principals have created successful environmental sustainability programs while managing their demands and responsibilities. The purpose of this qualitative descriptive case study was to explore how select PK-12 school principals from a New Jersey school district made...
Show moreEnvironmental sustainability is a growing concern around the world and an issue in many organizations. In schools, many principals have implemented environmental sustainability programs for students. However, it is unclear if the principals have created successful environmental sustainability programs while managing their demands and responsibilities. The purpose of this qualitative descriptive case study was to explore how select PK-12 school principals from a New Jersey school district made sense of their experiences with environmental sustainability efforts in their schools. The qualitative case study methodology enabled the researcher to develop a holistic portrayal of the bounded phenomenon of environmental sustainability efforts in education. The study had a theoretical framework of the sensemaking theory by Karl Weick. The sensemaking theory's seven constructs were the means of structuring the research questions: constructing identity, retrospective, enactment, social, ongoing, extracted cues, and plausibility. Semistructured interviews with five principals from the selected New Jersey PK-12 school district and document analysis were the data collection methods. Scholars and policymakers could use the study's findings to inform theory, policy, and practice. The study could contribute to the enlistment of people passionate about environmental sustainability, starting with small initiatives; spread environmental sustainability efforts through collaborative activities; and integrate ongoing environmental sustainability efforts in schools. Future researchers could look to gain the perspectives of other stakeholders, such as teachers and students, on this topic.
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Date Issued: 2020, 2020
Identifier: 1233864730, WFE0000754
Format: Document (PDF)

Title: Transformative learning within social work diversity education: a mixed methods study.
Author: Anzaldo, Lauren Marie
Abstract/Description: Recent societal shifts underscore the importance of preparing social work students for effective practice with diverse populations. Lack of cultural competence among social workers is a problem that can negatively impact communities (Sue et al., 2009). Diversity education is thus a fundamental component of accredited social work graduate programs. The purpose of this convergent mixed methods study was to explore the transformative impact of diversity education on the cultural competence of...
Show moreRecent societal shifts underscore the importance of preparing social work students for effective practice with diverse populations. Lack of cultural competence among social workers is a problem that can negatively impact communities (Sue et al., 2009). Diversity education is thus a fundamental component of accredited social work graduate programs. The purpose of this convergent mixed methods study was to explore the transformative impact of diversity education on the cultural competence of graduate social work students at a public university in the Southeastern United States. Transformative learning theory, which addresses the change process in education (Mezirow, 1991), offered a framework to explore emergent cultural competence for one cohort of 49 full-time social work students selected as a case study. A convergent mixed methods design with an embedded case study approach offered a multifaceted understanding of participant experiences. Extant field assessment data served as a quantitative data source. Classroom observation and interviews provided qualitative data. Data sets were analyzed then merged and compared. A paired-samples, two-tailed t test indicated a statistically significant difference in mean cultural competence scores on the field assessment between midterm (M = 41.43, SD = 8.12) and final (M = 47.18, SD = 9.63); t(27) = -5.9, p < .01, d = 0.65. Thematic analysis of qualitative data revealed themes of developing cultural competence as well as constructs and phases that are associated with transformative learning. Integration and interpretation of quantitative and qualitative data offered an expanded understanding of emergent cultural competence within social work diversity education.
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Date Issued: 2020, 2020
Identifier: 1233653956, WFE0000753
Format: Document (PDF)

Title: Postgraduation residency plans of sub-saharan African doctoral students in the United States.
Author: Ayivor, Sandra
Abstract/Description: The international student population in the U.S. is rising annually. Upon graduation, the students make postgraduation residency decisions to remain in the U.S., return to their home countries, or move to a new destination. Research on international students' postgraduation plans points to various factors that influence a stay or go decision. However, research on postgraduation plans has not focused on doctorate recipients from sub-Saharan Africa. Consequently, educational, business, and...
Show moreThe international student population in the U.S. is rising annually. Upon graduation, the students make postgraduation residency decisions to remain in the U.S., return to their home countries, or move to a new destination. Research on international students' postgraduation plans points to various factors that influence a stay or go decision. However, research on postgraduation plans has not focused on doctorate recipients from sub-Saharan Africa. Consequently, educational, business, and government leaders lack information about this population that is crucial to address the effects of brain drain. This quantitative study adopted Lee's push-pull theory, which explains the push, pull, intervening, and personal factors that influence migration, to examine the postgraduation residency plans based on sex, age, marital status, dependent status, field of study, and economic classification of country. The responses to the Survey of Earned Doctorates (SED) were analyzed using Chi-square and logistic regression tests to answer the research questions. The results indicate that, on average, 60% of all sub-Saharan African doctorate recipients plan to reside in the U.S. postgraduation. Furthermore, the variables were statistically significantly associated with postgraduation residency plans. Age, marital status, dependent status, and economic classification of the country of origin were significant predictors of postgraduation residency plans of sub-Saharan African doctorate recipients. Leaders in sub-Saharan Africa and the United States can use the results for student support services and employment-related decisions. Future research should consider employing longitudinal research, mixed methods designs, and include other variables that may provide comprehensive knowledge of the factors that influence postgraduation residency plans.
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Date Issued: 2020, 2020
Identifier: 1201541186, WFE0000710
Format: Document (PDF)

Title: The barriers to obesity prevention or elimination in Libya: A phenomenological analysis.
Author: Elrashid, Abubaker Moh
Abstract/Description: Obesity prevalence in Libya has dramatically increased in the last three decades from 12.6% in 1984 to 30.5% in 2009 and from 36.10% in 2010 to 47.4% in 2019. High rates of obesity put Libyans at risk for contracting diseases, including cardiovascular disease, liver disease, diabetes, and cancer. These obesity-related health conditions ultimately affect national development as the Libyan government allocates much of the healthcare budget to the treatment of obesity comorbidities. The purpose...
Show moreObesity prevalence in Libya has dramatically increased in the last three decades from 12.6% in 1984 to 30.5% in 2009 and from 36.10% in 2010 to 47.4% in 2019. High rates of obesity put Libyans at risk for contracting diseases, including cardiovascular disease, liver disease, diabetes, and cancer. These obesity-related health conditions ultimately affect national development as the Libyan government allocates much of the healthcare budget to the treatment of obesity comorbidities. The purpose of this qualitative phenomenological study is to explore the perceptions of select U.S. Libyan immigrants about the barriers to preventing or eliminating obesity in Libya. The researcher framed the study using the health belief model (HBM; Hochbaum, 1958; Rosenstock, 1974a). The HBM has six main concepts. Perceived barriers, a concept of the model, guided the development of the research questions. The researcher collected interview data from 10 Libyan immigrants in the United States. The study's findings include a perceived inability of current health education to create awareness about addressing the barriers to obesity prevention or elimination among Libyans. Per the findings, health education regarding obesity is not a priority for Libyans because they do not consider obesity to be a disease. The findings of this study have implications for raising awareness about obesity through primary healthcare. The study may also influence policies relative to the adoption of health education programs that will enforce prevention or elimination rather than treatment of health conditions such as obesity in Libya.
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Date Issued: 2020, 2020
Identifier: 1202001229, WFE0000713
Format: Document (PDF)

Title: Basic psychological needs of emergent educational leaders relative to effective leadership practices.
Author: Guy, Theresa Marie
Abstract/Description: The high turnover and retirement rates of K-12 educational leaders posed a need for providing quality pipelines for preparing emergent educational leaders. Quality educational pipelines should develop effective and stable educational leaders to meet the projected needs for supplying the K-12 educational workforce. The purpose of this nonexperimental quantitative correlational study was to identify the relationships among perceived autonomy, competence, and relatedness as described in self...
Show moreThe high turnover and retirement rates of K-12 educational leaders posed a need for providing quality pipelines for preparing emergent educational leaders. Quality educational pipelines should develop effective and stable educational leaders to meet the projected needs for supplying the K-12 educational workforce. The purpose of this nonexperimental quantitative correlational study was to identify the relationships among perceived autonomy, competence, and relatedness as described in self-determination theory (SDT; Deci & Ryan, 1985) and the five effective leadership practices of Modeling the Way, Inspiring a Shared Vision, Challenging the Process, Enabling Others to Act, and Encouraging the Heart (Kouzes & Posner, 2017a) perceived by emergent educational leaders within the United States' southeastern region. The Basic Psychological Need Satisfaction in General Scale (Deci & Ryan, 2000; Gagné, 2003) and the Leadership Practices Inventory®-Self (LPI®-Self; Kouzes & Posner, 2017a) were used to collect participant data from students enrolled in graduate educational leadership degree programs (N = 64) at four universities. The nonexperimental quantitative correlational research design allowed for analyzing the data using a Pearson product-moment correlation procedure. Five significant results were revealed. All three basic psychological needs significantly influenced Enabling Others to Act, and the basic psychological needs of autonomy and competence significantly influenced Challenging the Process. All three basic psychological needs were present in the sample of emergent educational leaders. The emergent educational leaders appeared to require skill development and training in the leadership practices of Modeling the Way, Inspiring a Shared Vision, and Encouraging the Heart to ensure educational leadership effectiveness.
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Date Issued: 2020, 2020
Identifier: 1233323356, WFE0000751
Format: Document (PDF)

Title: Examining eighth-grade students' career decision-making: self-determination theory and cognitive information processing.
Author: Morris, Rosemarie Herbert
Abstract/Description: Dramatic fluctuations in employment trends pose a problem for young adolescents embarking on the career decision-making process. Paired with inadequate career-guidance resources, this creates a serious societal problem. This study empirically examined relationships among eighth-grade students' perceptions of relatedness, autonomy, and competence (Deci & Ryan, 1985) relative to students' career decision-making readiness (Peterson et al., 1991). Eighth-grade students (n = 108) in the...
Show moreDramatic fluctuations in employment trends pose a problem for young adolescents embarking on the career decision-making process. Paired with inadequate career-guidance resources, this creates a serious societal problem. This study empirically examined relationships among eighth-grade students' perceptions of relatedness, autonomy, and competence (Deci & Ryan, 1985) relative to students' career decision-making readiness (Peterson et al., 1991). Eighth-grade students (n = 108) in the southeastern United States completed the Basic Psychological Needs Scale and the Career Thoughts Inventory. Correlational analyses reveal statistically significant relationships between students' perceptions of autonomy and student perceptions of decision-making confusion (r = -0.42, p = 0.00), external conflict (r = -0.43, p = 0.00), and commitment anxiety (r = -0.21, p = 0.03). Student perceptions of competence show significant relationships with student perceptions of decision-making confusion and external conflict. Perceptions of competence are associated with commitment anxiety (r = -0.18, p = 0.07), decision-making confusion (r = -0.36, p = 0.00), and external conflict (r = -0.38, p = 0.00). Satisfaction of relatedness needs are associated with external conflict (r = -0.36, p = 0.00), decision-making confusion (r = -0.34, p = 0.00), and commitment anxiety (r = -0.07, p = 0.49). The results provide valuable insights for parents, educators, and education policy directors. Development of a career-readiness curriculum designed to meet the basic psychological needs of young adolescents may prove effective in overcoming career decision-making confusion, alleviating commitment anxiety, and reducing external conflicts. Development and pilot testing of such a curriculum remain for future researchers.
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Date Issued: 2020, 2020
Identifier: 1233442052, WFE0000752
Format: Document (PDF)

Title: Effects of positive behavior intervention and support levels on office discipline referrals.
Author: Franks, Lori Jones
Abstract/Description: This quantitative ex post facto study investigated the relationship between the number of Office Discipline Referrals (ODRs) that result in out-of-school suspensions and levels of positive behavior intervention and support (PBIS) in elementary, middle, and high schools in three school districts in the Southeastern United States. Many public schools decrease disruptive classroom behaviors that negatively affect the learning environment by implementing evidence-based practices like the PBIS...
Show moreThis quantitative ex post facto study investigated the relationship between the number of Office Discipline Referrals (ODRs) that result in out-of-school suspensions and levels of positive behavior intervention and support (PBIS) in elementary, middle, and high schools in three school districts in the Southeastern United States. Many public schools decrease disruptive classroom behaviors that negatively affect the learning environment by implementing evidence-based practices like the PBIS framework that uses six attributes--a multi-tiered approach, reinforcement, data, systems, outcomes, and environment--that addresses the daily systems, data, and practices that affect student outcomes. Also, schools are utilizing internal PBIS coaches to assist in building and sustaining the PBIS framework. The PBIS framework served as a conceptual lens for this study. The U.S. Department of Education Civil Rights Data Collection website served as a data source on office referrals that resulted in an out-of-school suspension. From the website, the researcher collected archival data recorded on a convenience sample (N=285) from elementary, middle, and high schools during the summer 2019 semester. The researcher used Kruskal-Wallis H testing to compare mean differences between the three groups. The results did not find that levels of PBIS support affect ODRs. The conclusions drawn from this study infer that the outcome value of the PBIS framework--a reduction in office referrals--needs to be revisited. Furthermore, the study showed a need to examine PBIS implementation science and close the research-to-practice gap. The study has implications for researchers, educators, and educational policymakers.
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Date Issued: 2020, 2020
Identifier: 1233296570, WFE0000748
Format: Document (PDF)

Title: Academic achievement of black males in a rural middle school.
Author: Bozeman, Tonya Dukes
Abstract/Description: Educational statistics have consistently recorded low academic performance for Black male students, particularly those in high-poverty settings. Research studies have documented that very few Black male students can perform at the level of their counterparts from other racial categories. Circumstances such as poverty, deprivation, and lack of mentorship affect Black males' academic achievement and underachievement. The purpose of this qualitative interpretive study was to explore the lived...
Show moreEducational statistics have consistently recorded low academic performance for Black male students, particularly those in high-poverty settings. Research studies have documented that very few Black male students can perform at the level of their counterparts from other racial categories. Circumstances such as poverty, deprivation, and lack of mentorship affect Black males' academic achievement and underachievement. The purpose of this qualitative interpretive study was to explore the lived experiences of select Black male students who have been academically successful at a high-poverty rural middle school in the Southern United States. I used, per Bandura's (1977) social cognitive theory (SCT), the framework of the study, human learning and development occur through personal experiences and examination of the actions of others. I explored how behavioral, personal, and environmental factors interact to affect the selfefficacy of 12 Black male students in the school setting. Findings revealed participants perceived positive family support, positive friend or peer network, positive teacher influence, and positive self-image as supportive factors that contributed to their academic success. This study shifts the focus from Black male deficiencies to emphasizing their achievements and how internal factors such as self-perception, attitude, and self-confidence outweigh external factors such as low socioeconomic factors and lack of mentors that could reduce opportunities for success. Study participants' desires for academic achievement created a transformative bridge between their self-efficacious beliefs and their drive for education. Future research should continue to focus on understanding the contributing factors to young Black males' school success and giving them positive voices.
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Identifier: 1298604350, WFE0000790
Format: Document (PDF)

Title: Evaluating critical initiatives related to climate at a high-poverty middle school.
Author: Taylor, Douglas Anthony
Abstract/Description: McMillan Public Schools (MPS) is a public school system in the southeastern part of the United States that serves approximately 28,000 students. Gregory Middle School (GMS) is one of 52 schools within MPS that serves 985 students. I used MPS and GMS as pseudonyms to anonymize the school system and school. In July 2019, I was appointed as the principal of GMS, and I quickly implemented critical initiatives related to the climate. School climate is defined as the prevailing atmosphere within...
Show moreMcMillan Public Schools (MPS) is a public school system in the southeastern part of the United States that serves approximately 28,000 students. Gregory Middle School (GMS) is one of 52 schools within MPS that serves 985 students. I used MPS and GMS as pseudonyms to anonymize the school system and school. In July 2019, I was appointed as the principal of GMS, and I quickly implemented critical initiatives related to the climate. School climate is defined as the prevailing atmosphere within the school, which encompasses physical, academic, and social dimensions (McGiboney, 2016). Based on data from the 2018-2019 school term, it was clear that the school's climate required immediate attention. All available data sources were reviewed, including student discipline reports (MPS, 2020a), stakeholder surveys (Cognia, 2019), and the school report card (State Department of Education, 2019). Each area of concern contributed to a negative school climate and created an environment that was not conducive for teaching and learning. The leadership team implemented critical initiatives in the areas of (a) human resources, (b) student discipline, (c) student safety, (d) school operations, and (e) school facilities. This program evaluation identified (a) the strengths, (b) the weaknesses, (c) the opportunities, and (d) the threats (SWOT) of the critical initiatives implemented at GMS related to the school's climate during the 2019-2020 and 2020-2021 school terms. After conducting a literature review, I adopted the learning organization evaluation (LOE) conceptual framework paired with SWOT analysis, which provided a formal structure for conducting my program evaluation. The LOE is composed of four major steps, including (a) focusing the evaluative inquiry, (b) carrying out the inquiry, (c) implementing inquiry activities, and (d) applying learning (Preskill & Torres, 1999). Collaborative learning and evaluative inquiry guide the LOE conceptual framework. The LOE model facilitates success for organizations that wish to study internal processes or procedures. The LOE model is a systematic series of steps that should be followed when conducting a program evaluation (Preskill & Torres, 1999). I paired the LOE with a convergent parallel design (Creswell & Plano Clark, 2018). Next, I invited the current faculty and staff employed during the 2019-2020 school term to participate in the program evaluation. A coinvestigator conducted the qualitative focus group interviews on two separate occasions. The coinvestigator ensured employee anonymity. Twenty-one faculty and staff members participated in the focus group interviews. I utilized deductive content analysis to analyze the focus group interviews. Additionally, I distributed the quantitative research instruments via Qualtrics, and I received 31 responses. The small sample size was a limitation. As a result, inferential statistics were not possible. Because qualitative and quantitative research represent data differently, I developed joint display matrices to merge the information from both data sources. To sufficiently answer the evaluation questions, I created four main categories based on the (a) strengths, (b) weaknesses, (c) opportunities, and (d) threats of the critical initiatives related to the change in the school's climate. Based on each main category, I created categories in alignment with the definition of school climate. Despite the recent improvement in the climate of the school, it remains an area of concern. While I noted improvement in many areas, the results revealed a need for further intervention in some areas. To further school improvement efforts, I developed a continuous improvement plan (CIP) based on the results of the SWOT analysis. The CIP will include critical initiatives for each area in order to facilitate success. I will communicate the results to the faculty and staff of GMS and school system administrators in a series of future round table discussions and professional development sessions.
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Identifier: 1298604390, WFE0000791
Format: Document (PDF)

Title: Air traffic control specialists' perceptions of simulation for developing job-related competencies.
Author: Harris, Colin Alwin
Abstract/Description: Inexperienced and poorly trained Air Traffic Control Specialists (ATCSs) contribute to aircraft accidents and other serious aviation mishaps, which negatively impact human safety, the environment, government and personal property, and the efficient and smooth operation of the National Airspace System (NAS). The Federal Aviation Administration (FAA) can help remedy this problem by ensuring that ATCSs receive academic and simulator competency-based training. The purpose of this qualitative...
Show moreInexperienced and poorly trained Air Traffic Control Specialists (ATCSs) contribute to aircraft accidents and other serious aviation mishaps, which negatively impact human safety, the environment, government and personal property, and the efficient and smooth operation of the National Airspace System (NAS). The Federal Aviation Administration (FAA) can help remedy this problem by ensuring that ATCSs receive academic and simulator competency-based training. The purpose of this qualitative exploratory case study was to understand how ATCSs at an air traffic facility in the southeastern region of the United States (U.S.) described their experiences with the ATCoach simulation training (ATCoach) in developing job-related competencies. I employed Bloom et al.'s (1956) taxonomy of the cognitive domain and its six classifications (knowledge, comprehension, application, analysis, synthesis, and evaluation) to frame and align the study's research questions and interview questions to determine if five ATCSs perceived simulation as a valuable instructional method. Participants revealed that the ATCoach experiences is a valuable instructional method for enhancing ATC professionals' knowledge and skill levels by preparing them to transfer previous knowledge to practice in dayto-day ATC operations and improve their judgment, critical thinking, and decision-making skills--not their self-confidence. However, the simulator's physical fidelity limitations had an adverse influence on participants' learning experience. The findings, therefore, indicate ATC knowledge does not necessarily occur during the ATCoach but instead during previous classroom learning or experience. Future research should evaluate the entire ATC training program taking a learner from Certified Professional Controllers in Training (CPC-IT) status to Certified Professional Controllers (CPC).
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Identifier: 1298604671, WFE0000793
Format: Document (PDF)

Title: Stem field preparedness: comparing the effects of early learning environments.
Author: Piper, Kareem David
Abstract/Description: Minority underrepresentation in science, technology, engineering, and mathematics (STEM) perpetuates the income inequality that minorities experience and leads to a lack of diversity in STEM. The purpose of this quantitative nonexperimental study was to examine the effect of student demographics, STEM, science technology, engineering, art, and math (STEAM), and traditional middle school learning environments on student preparedness for the STEM fields as measured by student test scores on the...
Show moreMinority underrepresentation in science, technology, engineering, and mathematics (STEM) perpetuates the income inequality that minorities experience and leads to a lack of diversity in STEM. The purpose of this quantitative nonexperimental study was to examine the effect of student demographics, STEM, science technology, engineering, art, and math (STEAM), and traditional middle school learning environments on student preparedness for the STEM fields as measured by student test scores on the eighth-grade Florida Standards Assessment in math (EGFSAM), in an urban school district in South Florida. I adopted Bandura's (1977) social cognitive theory (SCT), consisting of reciprocal causation elements that stimulate learning as follows: "action" school designation, "interpersonal factors," student test scores and demographics, and "environment" type of learning environment. A hierarchical multiple linear regression analyzed the data (n = 597). Four major results are female students outperform male students by 5.309 points, t(1) = 2.967, p = .003; STEM middle school students underperform traditional middle school students (TPMS) with -10.481 points, t(1) = - 4.838, p < .00; STEM middle school students demonstrate the highest unique variance on the DV, (-.195)2 = 4%, p = .000; and only STEM middle school students demonstrate a statistically significant underperformance. Overall, Model 2 (i.e., all triadic elements) is a better indicator of 21stcentury preparedness. The results indicate minority students' 21st-century preparedness occurs at traditional public middle schools, which makes minority students' mathematical aptitude regardless of school type critical. Future research should examine the relationships between minority students' math self-efficacy and actual STEM field preparedness.
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Date Issued: 2021
Identifier: 1298604580, WFE0000792
Format: Document (PDF)

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