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LEADERSHIP COMPETENCIES AND DEVELOPMENT FOR SENIOR ADMINISTRATORS IN FLORIDA COMMUNITY COLLEGES
Title
LEADERSHIP COMPETENCIES AND DEVELOPMENT FOR SENIOR ADMINISTRATORS IN FLORIDA COMMUNITY COLLEGES.
Author
Holdnak, John Ramsey, Olson, Arthur H., Aplin, Charles O., Barlar, Alice D., Barry, G. Michael, Wentz, Patricia J., University of West Florida
Abstract/Description
The importance of leadership competencies (roles, values, and skills), as influenced by administrative positions, institutional characteristics, and personal demographics, was examined in this study. In addition, the reported need and support for leadership development activities at selected community colleges were examined. Ninety-eight senior administrators from all 28 of Florida’s community colleges completed a written leadership competencies assessment while 12 also participated in in...
Show moreThe importance of leadership competencies (roles, values, and skills), as influenced by administrative positions, institutional characteristics, and personal demographics, was examined in this study. In addition, the reported need and support for leadership development activities at selected community colleges were examined. Ninety-eight senior administrators from all 28 of Florida’s community colleges completed a written leadership competencies assessment while 12 also participated in in-depth, semistructured interviews. These administrators serve as their colleges’ chief executive, instructional, business, or student development officers. The results of the study indicate that only the variables of administrative position and age significantly influenced the relative importance of leadership competencies, as reported by senior administrators. Also identified was the significant need for but limited support of leadership development activities and programs.
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Date Issued
2005
Identifier
WFE0000045, uwf:60733
Format
Document (PDF)
MATHEMATICS STANDARDS-BASED INSTRUCTION: INFLUENCE OF A TUTORING PROGRAM ON TEACHERS' PERCEPTION OF COGNITION, SELF-EFFICACY, AND SELF-REPORTED INSTRUCTIONAL PRACTICES
Title
MATHEMATICS STANDARDS-BASED INSTRUCTION: INFLUENCE OF A TUTORING PROGRAM ON TEACHERS' PERCEPTION OF COGNITION, SELF-EFFICACY, AND SELF-REPORTED INSTRUCTIONAL PRACTICES.
Author
Boddy, Dana Sammons, Stout, David L., Thompson, Carla J., Aplin, Charles O., University of West Florida
Abstract/Description
The best method for delivery of mathematics instruction has been a contentious topic of debate among educators, researchers, politicians, and parents for years. Currently, The National Council of Teachers of Mathematics (NCTM), a major influence in mathematics education, recommends using Standards-based Instruction. Standards-based Instruction is very different from traditional methods of instruction and requires a change in the deeply held beliefs that teachers have about how to teach...
Show moreThe best method for delivery of mathematics instruction has been a contentious topic of debate among educators, researchers, politicians, and parents for years. Currently, The National Council of Teachers of Mathematics (NCTM), a major influence in mathematics education, recommends using Standards-based Instruction. Standards-based Instruction is very different from traditional methods of instruction and requires a change in the deeply held beliefs that teachers have about how to teach mathematics and how students learn mathematics (Ernest, 1988). This study's conceptual framework was grounded in constructivism as an implementation base for influencing teachers' perception of self-efficacy. The purpose of this research study was to investigate the influence that a university-sponsored tutoring program had on a teacher's perception of cognition, self-efficacy, and self-reported instructional practices. The method used for the evaluation of this tutoring program's influence included a quantitative analysis of the preassessment and postassessment data. A paired-samples t test was used to determine significant mean differences. The results indicated that a teacher's involvement with a standards-based curriculum influenced the teacher's perception of cognition and self-efficacy required to implement such a curriculum. However, the results also indicated that the tutoring program did not influence the teacher's self-reported instructional practices. Recommendations for furthering the influence on a teacher's perception of self-efficacy and future research are suggested.
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Date Issued
2011
Identifier
WFE0000261, uwf:60883
Format
Document (PDF)
PREDICTING ACADEMIC SUCCESS IN FIRST-YEAR MATHEMATICS COURSES USING ACT MATHEMATICS SCORES AND HIGH SCHOOL GRADE POINT AVERAGE
Title
PREDICTING ACADEMIC SUCCESS IN FIRST-YEAR MATHEMATICS COURSES USING ACT MATHEMATICS SCORES AND HIGH SCHOOL GRADE POINT AVERAGE.
Author
Mayo, Sandra Sims, Stout, David L., Aplin, Charles O., Ncube, Matoteng M., University of West Florida
Abstract/Description
Improving college performance and retention is a daunting task for colleges and universities. Many institutions are taking action to increase retention rates by exploring their academic programs. Regression analysis was used to compare the effectiveness of ACT mathematics scores, high school grade point averages (HSGPA), and demographic factors such as age, gender, ethnicity, and socioeconomic status for predicting final grades in students' first mathematics courses at Spring Hill College....
Show moreImproving college performance and retention is a daunting task for colleges and universities. Many institutions are taking action to increase retention rates by exploring their academic programs. Regression analysis was used to compare the effectiveness of ACT mathematics scores, high school grade point averages (HSGPA), and demographic factors such as age, gender, ethnicity, and socioeconomic status for predicting final grades in students' first mathematics courses at Spring Hill College. The results of this study were examined to validate whether the current system for placing students in first-year mathematics courses is successful. Data was used from 870 student records for the freshman fall cohorts from 2008 to 2010. Students were enrolled in Intermediate Algebra, Precalculus, or Calculus I. The results of the study indicate that ACT mathematics score, HSGPA, age, and gender were all statistically significant predictors of students' grades in their first-year mathematics courses with HSGPA the best predictor of all. It was recommended that admission counselors and mathematics department faculty place students in freshmen mathematics courses based on HSGPA, ACT mathematics scores, and the number of mathematics courses taken in high school but with a much stronger emphasis on HSGPA.
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Date Issued
2012
Identifier
WFE0000347, uwf:61056
Format
Document (PDF)
TEACHERS' REPORTED BELIEFS WITH REGARD TO RESPONSE TO INTERVENTION IN A SOUTHEASTERN UNITED STATES SCHOOL DISTRICT: AN APPLICATION OF THE THEORY OF PLANNED BEHAVIOR
Title
TEACHERS' REPORTED BELIEFS WITH REGARD TO RESPONSE TO INTERVENTION IN A SOUTHEASTERN UNITED STATES SCHOOL DISTRICT: AN APPLICATION OF THE THEORY OF PLANNED BEHAVIOR.
Author
King, Brandi Jones, Thompson, Carla J., Stout, David L., Aplin, Charles O., Davis, Sandra B., University of West Florida
Abstract/Description
This descriptive survey study explored beliefs reported by teachers toward Response to Intervention strategies by utilizing the theory of planned behavior as the theoretical framework. The constructs within the theory of planned behavior that were used for this study included behavioral beliefs, normative beliefs, control beliefs, attitude toward the behavior, subjective norm, perceived behavioral control, and intention. Semantic differential items were used for the teacher attitude survey to...
Show moreThis descriptive survey study explored beliefs reported by teachers toward Response to Intervention strategies by utilizing the theory of planned behavior as the theoretical framework. The constructs within the theory of planned behavior that were used for this study included behavioral beliefs, normative beliefs, control beliefs, attitude toward the behavior, subjective norm, perceived behavioral control, and intention. Semantic differential items were used for the teacher attitude survey to measure each construct of the theory of planned behavior relative to Response to Intervention strategies differentiation; systematic assessment; progress monitoring; and the implementation of scientific, research-based instructional strategies and interventions. Seven research questions were generated from the theoretical framework for descriptive analysis. Eighty-seven primary grade-level teachers in a southeastern United States school district were administered the teacher attitude survey and responses were analyzed using descriptive statistics, frequency distributions, correlation, and analysis of variance statistical procedures. Descriptive study findings suggest that reported teachers' beliefs relative to the 7 constructs of the theory range from neutral to positive indicating generally positive and accepting attitudes and beliefs toward Response to Intervention strategies. In addition, results of the correlation analyses provided evidence of strong alignment of the theoretical constructs within the reported beliefs of teachers in the study. Analysis of variance findings indicated that the demographics-age, years of experience, and level of educational preparation—were not substantially affecting study participants' responses. Implications of the study for future research efforts include evaluating the components that teachers perceive as limiting the use of Response to Intervention strategies, observing teachers' classroom behaviors in order to explain the phenomenon within Response to Intervention, developing professional development that explicitly provides resources to support teachers using Response to Intervention strategies, and solidifying the theory of planned behavior with Response to Intervention with measurement of each component of Response to Intervention separately and at different intervals of time.
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Date Issued
2010
Identifier
WFE0000227, uwf:60945
Format
Document (PDF)
THE IDENTIFICATION OF TEACHER LEADERS THROUGH THE NATIONAL BOARD CERTIFICATION PROCESS IN ALABAMA PUBLIC SCHOOLS
Title
THE IDENTIFICATION OF TEACHER LEADERS THROUGH THE NATIONAL BOARD CERTIFICATION PROCESS IN ALABAMA PUBLIC SCHOOLS.
Author
Henson, Pamela Taylor, Olson, Arthur H., Aplin, Charles O., Rasmussen, Karen L., University of West Florida
Abstract/Description
Supporters of the National Board for Professional Teaching Standards (NBPTS), founded in 1987, expected that its certification process would create a cadre of publicly recognized master teachers who would take on professional roles that have traditionally been the responsibility of administrators rather than teachers. The purpose of this quantitative study was to explore the emergence of demonstrated leadership practices of Alabama teachers, both National Board Certified and non-National...
Show moreSupporters of the National Board for Professional Teaching Standards (NBPTS), founded in 1987, expected that its certification process would create a cadre of publicly recognized master teachers who would take on professional roles that have traditionally been the responsibility of administrators rather than teachers. The purpose of this quantitative study was to explore the emergence of demonstrated leadership practices of Alabama teachers, both National Board Certified and non-National Board Certified, as measured by the Leadership Practices Inventory (LPI). The LPI is used to examine leadership abilities in the dimensions of Challenging the Process, Inspiring a Shared Vision, Enabling Others to Act, Modeling the Way, and Encouraging the Heart. A total of 425 teachers from the State of Alabama participated in the study. Of the 425 participants, 167 were National Board Certified Teachers and 258 were non-National Board Certified. A MANOVA and five ANOVAs were conducted to assess if differences exist on the LPI subscales by group (Certified vs. non-Board Certified). The researcher found no significant, statistical difference between the leadership abilities of the National Board Certified Teachers and non-National Board Certified Teachers.
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Date Issued
2007
Identifier
WFE0000078, uwf:60707
Format
Document (PDF)
THE USE OF TECHNOLOGY IN DEVELOPMENTAL MATHEMATICS AT THE COMMUNITY COLLEGE LEVEL
Title
THE USE OF TECHNOLOGY IN DEVELOPMENTAL MATHEMATICS AT THE COMMUNITY COLLEGE LEVEL.
Author
Smith, Melanie Marrs, Stout, David L., Aplin, Charles O., Ncube, Matoteng M., University of West Florida
Abstract/Description
This study was conducted at a community college in the southeastern U.S. The total sample was 83 students, 16 males and 67 females, with 47 of these students enrolled in a computer lab setting where an e-learning platform was a part of the instructional technique and 36 students enrolled in a traditional classroom setting. Participants came from 8 sections, 4 computer lab and 4 traditional, of developmental mathematics classes in the study. All groups had access to the e-learning platform...
Show moreThis study was conducted at a community college in the southeastern U.S. The total sample was 83 students, 16 males and 67 females, with 47 of these students enrolled in a computer lab setting where an e-learning platform was a part of the instructional technique and 36 students enrolled in a traditional classroom setting. Participants came from 8 sections, 4 computer lab and 4 traditional, of developmental mathematics classes in the study. All groups had access to the e-learning platform outside of class. An independent-samples t test was performed to determine any significant differences between mathematical gain scores in the experimental groups and the control groups who completed Elementary Algebra, a developmental course. At the .05 level of significance, the results were significant, t (81) = 2.146, p = .035. An independent-samples t test was performed to analyze the impact of total minutes spent on task on MyMathLab, an e-learning platform, on achievement. At the .05 level of significance, the test was not significant, t (75) = -1.149, p = .254.
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Date Issued
2007
Identifier
WFE0000079, uwf:60690
Format
Document (PDF)
WEB ENHANCED ONLINE VIDEO-BASED INSTRUCTION WITHIN A POSTSECONDARY VOCATIONAL PROGRAM
Title
WEB ENHANCED ONLINE VIDEO-BASED INSTRUCTION WITHIN A POSTSECONDARY VOCATIONAL PROGRAM.
Author
Peters, Pearl Darlene, Havard, Byron C., Aplin, Charles O., Prayaga, Lakshmi, University of West Florida
Abstract/Description
This study focused on effective instructor-based, video-based anchored instruction in the context of accommodating nontraditional learners and its implications for the growing field of massage therapy. The purpose of the study is to provide a springboard for more scholarly studies in the area of effective instructional practices in massage therapy. A mixed methods approach was used in the study for collection and analysis of the data. No significant difference was found between the control...
Show moreThis study focused on effective instructor-based, video-based anchored instruction in the context of accommodating nontraditional learners and its implications for the growing field of massage therapy. The purpose of the study is to provide a springboard for more scholarly studies in the area of effective instructional practices in massage therapy. A mixed methods approach was used in the study for collection and analysis of the data. No significant difference was found between the control and treatment groups in regard to the participants' skill-level scores. The participants' perceptions regarding online instruction included mixed views but indicated that students prefer online instruction accompanied by face-to-face instruction; any online component would have to be visual, or not reading and writing; the prevalent participant descriptions of their learning styles and the alignment of these descriptions to Fleming's (1995) model designates that the use of a video-based anchor within instruction parallels well with the way in which these students learn. Future research would include stronger designs for examining the effectiveness of blended instruction, and online instructional strategies for improving student learning outcomes. It will be important for institutions to accommodate the increase in nontraditional student population and to design programs which address this population's success and attrition rate. The development of blended instruction within the postsecondary institution's program of massage therapy for a number of its courses, spa therapy, pregnancy massage, medical massage, chair massage, neuromuscular skeletal massage, and sports massage will add to the research regarding blended instruction and effective teaching strategies in massage therapy. Effective instruction in this field will accommodate the postsecondary nontraditional students entering the field, and those massage therapists requiring continuing education units.
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Date Issued
2011
Identifier
WFE0000258, uwf:60895
Format
Document (PDF)