Current Search: UWF Dissertations (x) » Wentz, Patricia J. (x)
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(1 - 11 of 11)
- 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
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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.
Show less - Date Issued
- 2005
- Identifier
- WFE0000045, uwf:60733
- Format
- Document (PDF)
- Title
- LEVELS OF MORAL REASONING OF TEACHER EDUCATION MAJORS.
- Author
- Brown, Susan Louise, Friedrich, Douglas D., Wentz, Patricia J., Arnold, Barry R., Power, Nicholas P., University of West Florida
- Abstract/Description
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Teachers play a vital role in the moral aspects of education, although the current literature reflects a tendency of teacher education students towards lower levels of moral reasoning as compared to their academic peers. Further, it has been suggested that an overemphasis on the technical aspects of teaching at the expense of the moral and theoretical hinders moral development. The purpose of this study was to examine levels of moral reasoning in upper division teacher education majors based...
Show moreTeachers play a vital role in the moral aspects of education, although the current literature reflects a tendency of teacher education students towards lower levels of moral reasoning as compared to their academic peers. Further, it has been suggested that an overemphasis on the technical aspects of teaching at the expense of the moral and theoretical hinders moral development. The purpose of this study was to examine levels of moral reasoning in upper division teacher education majors based on Kohlberg's theoretical perspective of moral reasoning and development. The study evaluated teacher education students' scores on moral reasoning as measured by the original Defining Issues Test (DIT) and were compared with those of psychology majors and science majors (n = 92). The study also examined the relationship between participants' scores and completion of types of coursework focusing on ethical and theoretical ideas and concepts. Results reflected a significant difference between scores of education majors and psychology and science majors, although no difference was found between scores of psychology majors and science majors. Some significant differences were found in an investigation of effect of coursework, which was categorized by relevance to either education or philosophy, with courses falling outside those areas identified as miscellaneous (e.g., workforce diversity, social problems, bioethics). Additional categories included both (relevant coursework in both education and philosophy) and none (reflecting no relevant coursework completed). Comparative analyses reflected statistically significant mean differences between scores for those who completed coursework in both education and philosophy and between those who completed coursework in both education and philosophy and those labeled miscellaneous. No significant mean differences were found regarding other coursework related categories.
Show less - Date Issued
- 2010
- Identifier
- WFE0000198, uwf:60860
- Format
- Document (PDF)
- Title
- MOTIVATIONAL AND SCHOOL CULTURE DIFFERENCES OF TEACHERS WHOSE UNION MEMBERS ACCEPT OR DECLINE MERIT PAY.
- Author
- Marez, Tavia Lee Gerges, Zimmerman, Sherri L., Wentz, Patricia J., Pelton, Melanie D., University of West Florida
- Abstract/Description
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In this study, motivational and school culture differences were measured among school districts whose union members accepted or declined merit pay in the form of the Merit Award Program (MAP) that is legislatively mandated in Florida. Okaloosa County School District was utilized as the school district whose union members declined the MAP; Gilchrist County School District was utilized as the school district whose union members accepted the MAP. Analyses showed that there was no difference in...
Show moreIn this study, motivational and school culture differences were measured among school districts whose union members accepted or declined merit pay in the form of the Merit Award Program (MAP) that is legislatively mandated in Florida. Okaloosa County School District was utilized as the school district whose union members declined the MAP; Gilchrist County School District was utilized as the school district whose union members accepted the MAP. Analyses showed that there was no difference in the type of prevailing motivational orientation among the teachers in both school districts, with teachers from both districts rating themselves predominately as intrinsically motivated. School culture perceptions show a significantly higher school culture perception in Gilchrist County School District union members who accepted the MAP.
Show less - Date Issued
- 2009
- Identifier
- WFE0000188, uwf:60854
- Format
- Document (PDF)
- Title
- PREMARITAL TRAINING CURRICULUM: A PROFILE AND ANALYSIS OF ONE FLORIDA COUNTY.
- Author
- Walsh, Larry James, Zimmerman, Sherri L., Deckert-Pelton, Melanie, Barlar, Dianne A., Wentz, Patricia J., University of West Florida
- Abstract/Description
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Premarital training and education have been shown to be effective in helping couples create and sustain healthy marriages, which have been linked to positive benefits for the partners, their children, and society. Training providers were invited to help create a composite picture of premarital training and curriculum priorities in Bay County, Florida. Individuals in long-term healthy marriages were also invited to evaluate curriculum priorities based on their experience. Study results showed...
Show morePremarital training and education have been shown to be effective in helping couples create and sustain healthy marriages, which have been linked to positive benefits for the partners, their children, and society. Training providers were invited to help create a composite picture of premarital training and curriculum priorities in Bay County, Florida. Individuals in long-term healthy marriages were also invited to evaluate curriculum priorities based on their experience. Study results showed no significant differences in curriculum subject priorities among 4 professional groups of training providers and no significant differences in average training time among the groups. A significant difference was found between the married individuals rating of 1 of the 9 curriculum subjects evaluated when compared to the training providers. Copies of this study were provided to Bay Countys training providers and county staff to improve their programs and also to interested citizens to increase awareness of premarital education benefits.
Show less - Date Issued
- 2008
- Identifier
- WFE0000140, uwf:60828
- Format
- Document (PDF)
- Title
- PRIVATIZATION OF SUPPORT SERVICES IN PUBLIC HIGHER EDUCATION INSTITUTIONS IN THE STATE OF FLORIDA.
- Author
- Clark, Charles Edward, Sr., Wentz, Patricia J., Barry, George M., Friedrich, Douglas D., Rasmussen, Karen L., Wu, P. C., University of West Florida
- Abstract/Description
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This study uses qualitative research methods to examine the privatization of support services in Florida’s 10 public universities making up the State University System of Florida as of June 30, 2001. The study was limited to those non-academic functions provided by the administrative divisions of each university. The study investigated (a) the different kinds of support services that had been privatized, (b) the degree of privatization, (c) how managers dealt with the ambivalence question...
Show moreThis study uses qualitative research methods to examine the privatization of support services in Florida’s 10 public universities making up the State University System of Florida as of June 30, 2001. The study was limited to those non-academic functions provided by the administrative divisions of each university. The study investigated (a) the different kinds of support services that had been privatized, (b) the degree of privatization, (c) how managers dealt with the ambivalence question when it was cost effective to privatize a service yet politically difficult to do so, and (d) the lessons learned from privatization of services. Data were gathered from each institution using a common set of questions applied through a combination of personal interviews and surveys. The study allowed comparisons of the 10 universities.
Show less - Date Issued
- 2002
- Identifier
- WFE0000040, uwf:60743
- Format
- Document (PDF)
- Title
- SIDELINE VOICES: EDUCATIONAL EXPERIENCES OF LOW-INCOME BLACK MALE STUDENTS.
- Author
- Dallas, Joyce Ann, Pilcher, Janet K., Nichols, Joyce C., Wentz, Patricia J., University of West Florida
- Abstract/Description
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This study employed qualitative research methods to explore the educational experiences of low-income Black male students. All students were current or former participants in a precollege program located on a community college campus. Participants in the study were encouraged to share their experiences in the classroom. Educational equity components (access, instruction, materials, attitudes, interactions, language, and assessment) were used to extract students' perspectives about equity in...
Show moreThis study employed qualitative research methods to explore the educational experiences of low-income Black male students. All students were current or former participants in a precollege program located on a community college campus. Participants in the study were encouraged to share their experiences in the classroom. Educational equity components (access, instruction, materials, attitudes, interactions, language, and assessment) were used to extract students' perspectives about equity in the classroom. Students' responses were communicated through classroom observation surveys, semistructured individual interviews, and reflective journaling to capture the students' perspectives about equity as related to their educational opportunities. All educational experiences were associated with each of the equity components, placed in a quadrant chart, and further classified as inequitable or equitable with noted recommendations, thoughts, and observations. The findings indicated that students' educational experiences in the classroom may be categorized as equitable for positive experiences or inequitable for negative experiences.
Show less - Date Issued
- 2012
- Identifier
- WFE0000346, uwf:61067
- Format
- Document (PDF)
- Title
- TEACHER CARE AS PERCEIVED BY STUDENTS: A PHENOMENOLOGICAL STUDY.
- Author
- Todd, Reginald LeRoy, Nichols, Joyce C., Thompson, Carla J., Wentz, Patricia J., University of West Florida
- Abstract/Description
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This phenomenologically oriented, qualitative study explored how the perceptions and lived experiences of select high school students relate to their understanding of teacher care. Three research questions guided the study: (a) How do selected high school seniors define or discuss their lived experiences in terms of teacher care? (b) How do selected high school seniors describe their lived experiences of being "cared for" by instructors? and (c) What are the beliefs and values of students in...
Show moreThis phenomenologically oriented, qualitative study explored how the perceptions and lived experiences of select high school students relate to their understanding of teacher care. Three research questions guided the study: (a) How do selected high school seniors define or discuss their lived experiences in terms of teacher care? (b) How do selected high school seniors describe their lived experiences of being "cared for" by instructors? and (c) What are the beliefs and values of students in regard to their perceptions of teacher care on their personal and academic development? The data were collected from 11 high school seniors and two senior guidance counselors from a Northwest Florida high school. Data collection occurred through indepth, open-ended interviews. The findings of this study showed students believed their teachers cared when their teachers exhibited the following characteristics: (a) enthusiasm for the subject/teaching, (b) high expectations for all students, (c) willingness to help students, (d) flexibility and adaptability, (e) establishment of personal relationships with students, and (f) respect for students. The participants expressed that teacher care positively influenced students' academic and personal successes. This research study identified and discussed limitations of the design and offered recommendations for further research on the topic.
Show less - Date Issued
- 2016
- Identifier
- WFE0000529, uwf:61219
- Format
- Document (PDF)
- Title
- TEACHER-PERCEIVED AUTONOMY: A CONSTRUCT VALIDATION OF THE TEACHER AUTONOMY SCALE.
- Author
- Moomaw, William Edward, Wentz, Patricia J., Barry, G. Michael, Fuller, Frank L., Pearson, L. Carolyn, Schultz, Marian C., University of West Florida
- Abstract/Description
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Although a link has been demonstrated between teacher autonomy and teacher motivation, job satisfaction, stress (burnout), professionalism, and empowerment, identifying the underlying theoretical dimensions of teacher autonomy itself has met with varied results. The purpose of this study was to verify an existing 2-factor structure of the Teacher Autonomy Scale (TAS) derived from a prior study; the data were analyzed using confirmatory factor analysis (LISREL). The study was conducted in 3...
Show moreAlthough a link has been demonstrated between teacher autonomy and teacher motivation, job satisfaction, stress (burnout), professionalism, and empowerment, identifying the underlying theoretical dimensions of teacher autonomy itself has met with varied results. The purpose of this study was to verify an existing 2-factor structure of the Teacher Autonomy Scale (TAS) derived from a prior study; the data were analyzed using confirmatory factor analysis (LISREL). The study was conducted in 3 Florida panhandle counties with teachers from elementary, middle, and high schools from each county surveyed. The replication study of the TAS supported the original factors of general teaching autonomy and curriculum autonomy. Internal consistency reliability also improved (r = .83).
Show less - Date Issued
- 2005
- Identifier
- WFE0000027, uwf:60739
- Format
- Document (PDF)
- Title
- THE EFFECTIVENESS OF SECTION 504 OF THE UNITED STATES REHABILITATION ACT IN THE BALDWIN COUNTY, ALABAMA, PUBLIC SCHOOL SYSTEM.
- Author
- Woodburn, Joyce Marie Raines, Keeton, Kato B., Coleman-Nichols, Joyce, Wentz, Charles H., Wentz, Patricia J., University of West Florida
- Abstract/Description
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The effectiveness of Section 504 accommodations regarding student achievement was examined in this research. Section 504 is a federal mandate ensuring that disabled students receive equal educational opportunities. This case study provided insight into the development and implementation processes of Section 504 plans in Baldwin County, Alabama. Efficacy of Section 504 accommodations on achievement was measured by comparing pre- and post-Section 504 plan SAT-9 data. The t test and ANOVA...
Show moreThe effectiveness of Section 504 accommodations regarding student achievement was examined in this research. Section 504 is a federal mandate ensuring that disabled students receive equal educational opportunities. This case study provided insight into the development and implementation processes of Section 504 plans in Baldwin County, Alabama. Efficacy of Section 504 accommodations on achievement was measured by comparing pre- and post-Section 504 plan SAT-9 data. The t test and ANOVA provided the basis for concluding no statistically significant effect on achievement for Section 504 students by group, gender, or disability type. It was concluded that development and implementation processes for Section 504 plans in Baldwin County were ineffective regarding student academic achievement, and offered other variables that may make a difference.
Show less - Date Issued
- 2003
- Identifier
- WFE0000044, uwf:60724
- Format
- Document (PDF)
- Title
- THE FRESHMAN FACTOR: FINDINGS FROM A FIRST-YEAR EXPERIENCE PROGRAM IN A RURAL COMMUNITY COLLEGE.
- Author
- Craven, Bryan Caleb, Zimmerman, Sherri Lynn, Pelton, Melanie Deckert, Aplin, Charlie O., Wentz, Patricia J., University of West Florida
- Abstract/Description
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In a statistical analysis, student retention rates, levels of student engagement, and personal skills development were examined to determine the impact of a first-year experience (FYE) program on a small rural community college in Florida. Analyses showed increased levels of student engagement of FYE students compared to orientation students in two of three benchmarks from the Community College Survey of Student Engagement (CCSSE). Students in FYE showed improvement in seven of eight areas of...
Show moreIn a statistical analysis, student retention rates, levels of student engagement, and personal skills development were examined to determine the impact of a first-year experience (FYE) program on a small rural community college in Florida. Analyses showed increased levels of student engagement of FYE students compared to orientation students in two of three benchmarks from the Community College Survey of Student Engagement (CCSSE). Students in FYE showed improvement in seven of eight areas of development as measured by a pretest and posttest of the OnCourse curriculum used in the course. Participation in FYE was not found to have a significant impact on student retention as compared to enrollment in the college orientation course. In qualitative appraisals, FYE students and instructors supported the value of FYE in helping to establish relationships and in providing information about the skills necessary to succeed in college.
Show less - Date Issued
- 2011
- Identifier
- WFE0000249, uwf:60875
- Format
- Document (PDF)
- Title
- THE IMPACT OF SCHOOL CULTURE ON STUDENT ACHIEVEMENT: THE PREDICTIVE FACTORS OF EFFECTIVE SCHOOL CRITERIA AND ORGANIZATIONAL STRUCTURES.
- Author
- Nobles, Kathy Dekle, Pelton, Melanie D., Nichols, Joyce C., Wentz, Patricia J., Zimmerman, Sherri L., University of West Florida
- Abstract/Description
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The purpose of this study was to contribute to the understanding about specific school culture components relating to effective school criteria (ESC) in order to improve student achievement in Florida. The unit of analysis was at the school level, and the sample included 4 elementary and 4 middle schools from small rural school districts in the Florida Panhandle. The study investigated the presence of ESC and the assigned school grade that implies effectiveness. The Quality School Assessment...
Show moreThe purpose of this study was to contribute to the understanding about specific school culture components relating to effective school criteria (ESC) in order to improve student achievement in Florida. The unit of analysis was at the school level, and the sample included 4 elementary and 4 middle schools from small rural school districts in the Florida Panhandle. The study investigated the presence of ESC and the assigned school grade that implies effectiveness. The Quality School Assessment Instrument (QSAI) survey measured the presence of the ESC. To investigate the relationship, the QSAI score was compared to the school accountability score that equates to the school grade. A Pearson product-moment correlation coefficient of 0.93, p = 0.001 indicates a statistically significant positive correlation. This study also investigated the organizational structures of schools related to ESC measured with the School Culture Survey (SCS). Data to support the notion of the interdependency of the ESC and the way in which the school is organized to support the criteria are key concepts in utilizing the ESC for school improvement. The QSAI data compared to the SCS data generated a significant positive correlation as evidenced by the Pearson r of 0.94, p = 0.0006. A third analysis compared the QSAI data of the 4 schools deemed high performing to the 4 low performing schools in the sample utilizing a t test. The results indicate a statistically significant difference in the mean QSAI scores of the 2 groups: t(398) = 28.27, p < .0001. This study demonstrated a strong correlation between the ESC and school grades in Florida. The strong correlation between the presence of the ESC and the organizational structures to support these criteria demonstrates the interdependency of the 2 constructs. School leaders should use this information with a systems thinking perspective to impact student achievement.
Show less - Date Issued
- 2012
- Identifier
- WFE0000315, uwf:61007
- Format
- Document (PDF)
