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New Faculty Hire Transition: The Impact of the Extent of the Learning Organization Traits of Higher Education Institutions
No full textThe purpose of the study was to determine the degree to which implementation of learning organization processes in higher education institutions (HEI) affects new faculty hires’ perception of their transitioning success. In this quantitative, ex post facto, comparative study, the researcher also investigated various factors, including academic disciplines, gender and ethnicity, and personality type, to determine if any of these factors would contribute an interaction effect on the relationship between the HEI exhibiting learning organization traits (LOT) and the new faculty hires’ perceived transition success. The researcher collected a convenience sample of 310 full-time professors employed by 33 4-year, private, nonprofit HEIs in the Northwestern United States. The findings indicated statistically significant differences existed in the perception of successful transition of the new hires between faculty who perceived their HEI exhibiting high levels of LOT versus those who perceived their institution exhibiting low levels of LOT. The findings also revealed that the interaction effect with academic disciplines, gender and ethnicity, and personality type on LOT and perception of new faculty success was not statistically significant. When the participating professors were asked about adjustment tactics they used to help facilitate their transition, there were 11 frequently recurring themes that emerged from the participants’ comments: observing, understanding organizational culture, talking, using support offered, asking questions and listening, networking, relationship building, stress management, personal efforts, mentoring, and nonspecific strategies. HEIs exhibiting high LOT are more likely to facilitate the successful transitions of new faculty hires
The Accuracies of Assessment-based Grading Compared with Total-points Grading Practices in Secondary Math Education
No full textThe purpose of this study was to evaluate the correlational relationship between classroom grades and standardized test scores for Grade 8 math students. Grading plays a central role in the field of education; this study was significant as it addressed a gap in grading research comparing two current grading methods, and provided an evidence-based discussion on grading practices. The classroom grades for 56 Grade 8 math students were calculated from the same classroom assignment and assessment scores using two grading strategies, a total-points method and an assessment-based grading method, with consideration of summative test retake scores. The assessment-based grading method explicitly employs tenets of Bloom’s (1968) theory of learning for mastery. A correlational analysis found a positive relationship between all classroom grades from both total-points and assessment-based grading methods and standardized MAP math test scores. A Pearson correlation analysis determined the strongest statistically significant relationship was between total-points classroom grades and standardized MAP math test scores. Of the grading systems analyzed, the traditional total-points grades were the best representation of student learning when measured against standardized test scores
Lent 5 Series C 2019
No full textThis PDF comments on the Propers for the Fifth Sunday in Lent, Series C and offers ideas for proclamation and preaching
(for)Closure
No full textIn 2015 my grandfather passed away, setting motion a series of events with Social Security Office and Key Bank, leading to the foreclosure of my home that has been in my family since the 1940s. As my home is about to be put on the market, and my family will be starting over in a new home, I wanted to write a snapshot of my time in my childhood home. It started out as a set of stories that all revolve around my house from childhood to adulthood. What it transformed into is how my home started out to be this beautiful, magical place that felt like it had endless possibilities, but ended up as a prison cell, slowly suffocating me
A Qualitative Case Study Examining the Perceptions of Elementary Principals in the Retention of Female Versus Male Students in Rural Areas
No full textRetention continues to be an ongoing issue discussed among educators. Current research indicates that males are more likely to repeat a grade than females, and consistent findings indicate that retention rates are higher for minority students. The research question explored the perception of eight elementary principals as it relates to the retention of female versus male students in rural areas. Interviews and focus group sessions were used in this study to allow triangulation of data. Data collected was analyzed, and a total of seven major themes emerged: (a) early intervention/retention; (b) policies and procedures; (c) gender bias; (d) students’ academic ability; (e) level of maturity/age; (f) parental support and involvement; and (g) teacher to student relationships. A number of implications for policy change are recommended to strengthen and improve current educational programs and practices. Recommendations are that further research is conducted on how relationships teachers develop with male students directly impact their academic performance, tracking of male retention candidates to determine their educational success, the impact of non-traditional family dynamics and the influence it has on students’ education, and the success rate of single-gender programs
A Study of Principal and School Counselor Descriptions About Their Professional Rapport in American, Private K–12 Schools in Kuwait: A Multiple Case Study
No full textThis qualitative, descriptive multiple case study examined principal and school counselor descriptions about characteristics that contribute to effective and ineffective professional relationships between school counselors and principals in American, private K–12 schools in Kuwait. Eight participants (four principal–counselor dyads) made up the sample. Participants were purposefully selected based on criteria: they were fluent in English, had worked with their principal/counselor for at least one year, and were currently employed as a principal/counselor in Kuwait. Thematic analysis was used to examine data from semistructured open-ended interviews, open-ended questionnaires, and observational field notes. The results revealed seven themes. The principals and school counselors articulated a strong need for: (a) collective insight, (b) professional leadership, (c) social competence, (d) intentional communication, and (e) mutual respect to have effective professional relationships, and suggested that having a (f) lack of adequate training/professional development, and (g) organizational constraints led to ineffective professional principal–counselor relationships. The results of this study are important for principals, school counselors, and stakeholders associated with American, private K–12 schools in Kuwait. The findings can be used for reflection and discussion, to develop practices, and to advance schoolwide improvements. The researcher made recommendations for future research to examine principal–counselor relationship development over time, the quality of the principal–counselor relationships, as well as effective strategies that principals and school counselors can use to sustain development
Perceptions of Incarcerated Individuals in a Men’s Prison About the Impact of Educational Programs on Their Vocational Aspirations: A Narrative Inquiry
No full textResearch projects concerning correctional education are common in the recent literature; however, little focus has been placed on the perceptions of the incarcerated students on the impact of correctional education programs on their post-release vocational aspirations. Men in a state prison, housed in the lower-risk classification unit, who were enrolled in both academic and vocational education programs participated. Qualitative narrative inquiry and self-determination theory (SDT) framed this study. Fourteen participants completed a researcher-developed open-ended question survey, which provided a forum for each to express his perceptions and experiences with the educational programming at the facility. Findings showed an abundance of the satisfaction of the needs for autonomy and competence. In some cases, the need for relatedness was satisfied. Themes throughout the findings demonstrated the satisfaction of some aspects of SDT; however, none of the themes indicated that all three of the elements of SDT had been met. Additionally, in the themes, participants demonstrated forms of autonomous, extrinsic motivation. The most common motivations were regulation through identification and integrated regulation. The participants were, in general, satisfied with their programs; however, each identified some areas for improvement. The participants demonstrated a desire to continue to learn and remain on a path toward personal transformation. The participants were also focused on successful community reintegration and long-term employment goals
A Correlational Study of the Relationship Between Holistic Self-Care Practices and Burnout in Middle School Teachers
No full textTeachers, particularly at the middle school level, are experiencing feelings of burnout, leading to high attrition rates. Wellness initiatives have been implemented in schools to help combat burnout, but few have taken a holistic approach to self-care. The theory of holism supports that teachers who take care of all aspects of self—physical, essential, creative, coping, and social—are ultimately able to be more engaged, effective teachers. The goal of this study was to determine the relationship burnout has with holistic self-care practices, gender, and years within the profession for full-time middle-level educators. A total of 196 full-time teachers of grades six, seven, and eight from the United States were surveyed, using two valid instruments: the Maslach Burnout Inventory–Educator Survey and the Five-Factor Wellness Inventory. A quantitative correlational research design was utilized for this study to examine the direction and magnitude of the relationships. Findings from this study indicated a statistically significant negative correlation between measures of self-care and burnout, and no correlation between burnout and gender, or burnout and years within the profession. The results from this study suggest that educational policies and practices must be adapted to promote wellness for educators at all stages of their careers
The Lived Experiences of Natives who Have Attended Both TCUs and PWIs
No full textThe purpose of this dissertation was to determine how Natives defined their experiences at both TCUs and PWIs. This study is one of the first to gather and analyze the narratives of Natives who have experienced both types of postsecondary education. How Native participants defined their experiences differed from the traditional definitions that have historically been used to dictate and define the frameworks for postsecondary education. The research design for this study is transcendental phenomenology and colonization did provide a necessary framework to compliment Tribal Critical Race Theory (TribalCrit). Five participants were interviewed and the following themes emerged from their narratives: TCUs positively impacted participants’ confidence; tribal community and Native identity were integral parts of the TCU experience; children and family presence at the TCUs was valued; participants’ transitions to the PWIs was impacted positively by their experience at the TCUs; racist interactions occurred at the PWIs; mentors made a positive impact at both TCUs and PWIs; resiliency was a key trait amongst the participants; urban, linear, and reservation Native students at PWIs introduced intra-Indian student conflict; Native based spaces and individuals made an impact on the participants sense of belonging at the PWIs; and perceptions of TCUs are inaccurate. The lived experiences of the participants who attended both types of postsecondary institutions proved to be very distinct. The participants articulated that their success at PWIs was because of the foundation the TCUs gave them to persist their time at PWIs
Professional Staff Descriptions of the Influence of Role and Positional Importance on Job Satisfaction
No full textProfessional staff in higher education are a large and continuously growing body of employees. Over the years, there has been a concern of more and more resources allocated away from educational expenditures and moved to administrative functions. This concern has created more scrutiny in higher education but unfortunately, there is not a great deal of information about professional staff in higher education. What is known is that staff feel in the background and less than other groups. These feelings can lead to large turnover rates and increase expenditures for institutions. Focusing on job satisfaction and utilizing Locke’s range of affect theory, this qualitative, single-site descriptive case study conducted at a large, public research university in Texas explored how professional staff in higher education describe the influence of role and positional importance on staff job satisfaction. Cluster sampling with random sampling divided professional staff into two categories—academic and central department staff—to analyze differences in descriptions. A questionnaire, eight interviews, and the Delphi method were utilized to provide data about these descriptions. Results revealed that staff described this influence through five main themes: expectations, respect, impact/meaningfulness, recognition, and perceptions though academic and central staff described the influence differently. Implications for practices are discussed that could have an impact on the retention and recruitment of professional staff in higher education. Overall, this work adds to the limited body of knowledge about professional staff in higher education