1941 research outputs found
Sort by
Business Students’ Love of Money and Their Distrust of Corporations
Full text link14 pagesIn the last two decades, the business world has witnessed the collapse of major
companies (e.g. Enron, Lehman Brothers) due to widespread fraud. The financial
collapse of 2007-2009 has been characterized as “The Great Recession” by economists
(e.g. Yandle, 2010) and was widely believed to be the most serious economic crisis in
the United States since World War II. This crisis and the ensuing credit market freeze
of 2008 have negatively affected the public’s trust in corporations in general (Yandle,
2010).
The purpose of this study is two-fold: First, it examines the concept of corporate distrust
as perceived by business students. This sample is selected because business students
close to graduation will soon be looking for employment in a variety of organizations,
mostly corporations. The study examines how business students view corporations in
general. The timing of the study is important because the U.S. is recovering from the
financial collapse of 2008-2009 and corporations are engaged in a major campaign to
regain the public’s trust (Koehn, 2013). Second, the study examines a potential
psychological determinant of corporate distrust: The love of money. Friedman (1970)
advocated that the primary responsibility of business was to maximize shareholders’
value. Therefore, this study examines if lower levels of the love of money variable were
related to higher corporate distrust and vice versa.
The paper is organized as follows: Following this introduction is a literature review of
corporate distrust and the love of money along with a presentation of the study’s
hypotheses. This is followed by an explanation of the study’s methodology as it relates
to sampling and measurement. The results are presented followed by a discussion and
opportunities for future research
Quality Teachers of English Language Learners: Exploring the Use of a Standards Framework to Improve the Focus of Professional Development for Practicing Classroom and Content Teachers
Full text link297 leavesOn a national level, English Language Learners (ELLs) are growing at a faster rate than their
non-ELL public school peers. To be prepared for this rapidly changing demographic, will require
all educators who work with ELLs to have adequate knowledge and skills to meet the needs of
ELLs. This study aimed to identify the perceived levels of preparedness of practicing classroom
and content teachers in serving ELLs, with the purpose of making recommendations for
improving the focus of ELL professional development for practicing teachers based on reported
needs and data analyses. Using the Teaching English to Speakers of Other Languages (TESOL)
P-12 Professional Teaching Standards conceptual framework, practicing teachers’ perceived
levels of preparedness for serving ELLs were determined based on five domains and 11
corresponding standards. The study was primarily grounded in a pragmatic philosophical
worldview, or one that focused on finding solutions to the research problem related to classroom
and content teachers feeling underprepared to serve ELLs while serving increasing numbers in
their classrooms. Furthermore, the study employed a mixed methods approach with survey
research methodology. Participants were approximately 126 practicing kindergarten-twelfth (K
12) teachers from 12 rural/town, suburban, and urban districts. Quantitative findings revealed (a)
survey respondents, on average, felt underprepared to serve ELLs; (b) there was a significant
difference between participants with prior ELL training and perceived preparedness; (c)
perceived preparedness was not significantly different based on district locale; and (d) a
combination of domains could be predictive of perceived preparedness in the area of instruction.
In addition, qualitative findings further conveyed practicing teachers’ perceived preparedness to
serve ELLs. Pragmatic implications of the findings were also discussed for a more focused
approach to ELL professional development for practicing classroom and content teachers
Monograph Validation Strategies in Shared Print Programs: Variations and Value
Full text linkIn 2013, the Central Iowa Collaborative Collections Initiative (CI-CCI) entered into a shared print monograph retention agreement which resulted in a project to fully validate the assigned retention commitments. While shared print retention programs are becoming increasingly common, they often do not include a process for verification of availability and condition of volumes. This article focuses on the validation aspect of the CI-CCI program and the rationale behind it, and examines how other print collaborative projects view and approach validation. Finally, the article concludes with a summary and an analysis of the value of this effort
Growth Mindset Development: Examining the Impact of a Standards-Based Grading Model on Middle School Students’ Mindset Characteristics
Full text link124 leavesAs the grading reform movement continues to challenge traditional grading practices,
standards-based grading has emerged as a viable alternative model. However, many oppose the
change as it requires a philosophical shift and overhaul of the grading system. Given the
continuing debate and lack of empirical evidence regarding the effectiveness of standards-based
grading models, research is needed to explore student outcomes from a standards-based grading
model and whether this model may promote growth mindset development.
The framework of this study is based on Dweck’s theory of fixed versus growth mindset,
which has been extensively researched and shown to have significant impacts on student
learning. The purposes of this study were to identify differences in students’ mindset
characteristics based on grading model (standards-based grading vs. traditional grading
practices) and determine the extent to which the grading model contributes to predicting
students’ growth mindset development. This study uses a quantitative approach and survey
research methodology. Participants were 423 seventh grade students from two middle schools,
one school using traditional grading and the other standards-based grading. Six mindset
characteristic constructs were identified via factor analysis – growth mindset praise, fixed
mindset praise, growth mindset effort in reading, growth mindset effort in math, growth mindset goal setting, and fixed mindset views on failure.
Independent samples t-tests indicated students from a standards-based grading model demonstrated significantly more growth mindset characteristics in the areas of effort in math, belief about intelligence, and goal setting. Hierarchical regression analysis confirmed belief about intelligence, praise, and gender to be significant predictors of mindset characteristics with grading model also being a predictor for the mindset characteristics of effort in math
Learning at Home: A Phenomenology Examining the Perceptions of Homeschooling Parents Regarding the Social, Emotional, and Cognitive Development of their Children
Full text link196 leavesIn addition to academics, another important function of modern Western education is the
socialization of students, helping them develop into tolerant individuals who can contribute to a
pluralistic democratic society. This qualitative study explores the lived experience of parents
who have rejected public education and have instead chosen to homeschool their students, as
well as the perceptions these parents have of their students’ social, emotional, and cognitive
development. It also examines the motivations of these homeschoolers, as well as their views
toward homeschooling regulation. A series of interviews were conducted with six participants,
exploring their homeschooling process, their motivation behind this decision, and their
perceptions about the development of their children. Detailed profiles of each participant are
presented, including information about demographics, homeschooling setting, educational
background, homeschooling approach, and the decision to homeschool their children. Three
main themes emerged from the analysis of the data, each with multiple subthemes. These larger
themes included: A Spirit of Independence, Valuing Educational Differentiation, and Complete
Devotion to Children. These themes were explored through excerpts from the interviews with
participants. Finally, the study concludes by providing summary answers to the research
questions, implications for further study, implications for practice, and reflections. After
consideration of the vast data collected, the researcher concluded that the participants of this
study illustrated that homeschooling is a valuable, effective educational method when conducted
to meet the individual needs of the student. Still, the inconsistent regulatory environment creates
a situation in which students can potentially slip through the cracks, and possibly not receive the
education they deserve
Place-Based Strategies to Improve Access to Health Care in Rural Iowa
Full text linkCapstone paper from 2015 spring MPA program. Instructed by Allen Zagoren.Sustaining the viability of rural communities depends largely upon citizens’ access to high-quality healthcare, and in tandem, citizens’ access to high-quality healthcare depends upon the success of the community as a whole. In order to overcome the challenges most acutely experienced in rural healthcare such as physician recruitment, reimbursement, and the providing of specialized services; community leaders and healthcare administrators should consider a comprehensive and integrated approach for health care delivery. Current methods are targeted at improvements within the healthcare system itself, but this siloed approach is not effectively capitalizing on opportunities for improvement and long-term sustainability. Strategies to achieve a more holistic approach to providing include collaboration of public and private entities, proactive development in rural communities, cultivating and fostering the next generation, increasing coordination of care, and increasing engagement of current local providers in discussions about community development. Through collaboration between the community and healthcare facilities, communities along the urban-rural continuum should work towards emphasizes their unique strengths to help draw physicians and other health professionals to the area, thereby creating improved health delivery and outcomes for residents
A Case Study: Understanding Fifth-Grade Students' Experiences with Conflict Transformation
Full text link164 pagesProblem: This study explored the experience of fifth-grade students with conflict transformation. A large body of quantitative research supports the premise that direct instruction in non-violent conflict intervention decreases aggression in elementary schools (Johnson, D., Johnson, R., Dudley, & Acikgoz, 2001) and improves peer relationships (Joshi, 2008). However, there is a dearth of qualitative research literature exploring elementary student experiences with interventions based on conflict transformation. Procedure: The research question guiding this study was “What are the experiences of fifth-grade students as they learn about conflict transformation?” A holistic single case study (Creswell, 2012) was conducted to understand student experiences with a team-taught, 12-lesson, peace education unit based on conflict transformation. The unit was developed collaboratively with the classroom teacher, grounded in the conflict transformation conceptual framework (Lederach, 2003), and integrated with the classroom curriculum. Each of the unit lessons was 60 minutes in length, and designed to build knowledge and skills related to one of the three inquiries within the conflict transformation framework. Participants included twenty 10 and 11-year-old students and one classroom teacher in a rural, Midwest elementary school. Data collection included two transcribed student focus groups and two teacher interviews. Observational field notes were
collected. Data from observations included student art, journal entries, and role-play. Triangulation of data included the focus groups, interviews, participant observation field notes, observation field notes, and student work samples. Data analysis included a codification process (Corbin & Strauss, 2007) to elicit themes and commonalities from the data. Findings: Outcomes of this study included overall positive student reception to conflict transformation concepts and skills during classroom activities. Nevertheless, students experienced anxiety about applying them to daily life. Each set of responses to the lessons illuminated student experiences with one or more of the three inquiries of the conflict transformation framework. Four themes emerged from the data. The first theme, strengthening literacy and relationship skills, revealed that the
conflict transformation strategies bolstered these skills. The second theme, increase of student understanding of conflict, demonstrated positive changes in student perceptions of themselves, their classmates, and the classroom culture as a
result of the lessons. The third theme, that students were ambivalent about adult arbitration, suggested students appreciated teacher intervention because they felt secure in knowing the outcome would be enforced and fair. However, they felt disempowered by not having the opportunity to solve problems themselves. The final theme indicated that students felt vulnerable when resolving conflict. Students felt insecure about possible negative reception from others when they attempted to use their new conflict intervention skills. Implications: Educators need to ensure students feel secure and simultaneously encourage independence as students solve problems. This study impacts the existing literature by exploring how a particular conflict intervention framework, not previously applied to the elementary school context, impacted a classroom. An implication for researchers is to recognize the importance of the qualitative approach in
discovering these findings, and to seek student voice and input whenever possible on issues that directly affect them
Taking a Bite Out of Consumer Food Waste in Des Moines, Iowa
Full text linkCapstone paper from 2015 spring MPA program. Instructed by Allen Zagoren.In America, 40% of the food produced is ultimately thrown away, which is economically and environmentally detrimental. Our essay outlines the issue from a national standpoint to the local level, providing an examination of programs developed in other cities across the nation and the current programs in Des Moines that combat the food waste problem. This research reveals that there is a lack of education provided for the primary producers of food waste: individual consumers. We conducted a survey on 200 residents of the Des Moines metro area and found that this demographic would like more information on Use By and Sell By dates, as well as proper food storage for a variety of foods. Based on these results, we have developed some simple educational materials that can be easily distributed through existing organizations to educate the consumers on the topics they are curious about. Combating food waste needs to be a community activity, requiring participation and cooperation from an array of organizations. As such, we have developed a sample proposal that will be used by Next Course, a Food Recovery Network organization, to create partnerships with restaurants and grocery stores in the fight against food waste in Des Moines
The Academic Acculturation of Newcomer Teens in Iowa Schools: A Phenomenological Study
Full text link239 pagesProblem: New Americans enter Iowa in record numbers (Grey, 2013), with higher multilingual student populations expected
over the next 20 years (Grey, 2013; Immigration Policy Center, 2013). As a result, Iowa schools face a growing need to understand teenage newcomer academic acculturation.
Procedures: This qualitative study explored the phenomenon of teenage newcomer academic acculturation through the lived experiences of 18 participants who entered the Iowa school system as refugee or immigrant newcomers during grades 7-12,
representing 10 nationalities and 15 language groups. A grand tour question guided this study: What are the academic acculturation experiences of teenage newcomers in Iowa schools? Participants completed a narrative survey and engaged in
focus group discussions with 3-5 other newcomers from various global origins. Data collection consisted of handwritten survey responses, verbatim focus group transcripts, and researcher field notes. Data analysis used an open coding approach (Creswell, 2003; Giorgi, 1997), appropriate for identification of key themes. Data were verified through member checks, triangulation, rich thick descriptions (Geertz, 1973), field notes, and reflexive journaling.
Findings: Data analysis revealed realities of Iowa newcomer academic acculturation experience as influenced by family, culture, schools, and relationships. The essence of newcomer experience emerged in 33 secondary themes and 9 major themes: family, culture, school personnel, school academics, relationships, newcomer mistreatment, culture shock, fear factors, and newcomer extremes.
Conclusion: Influences rooted in both the home society of origin and the school society of settlement impact newcomer’s transitional experience to Iowa school culture. School climates of rejection and mistrust were fueled by negative relationships with general education teachers and encounters with bullying, prejudice, and discrimination. Positive
experiences emerged for students with strong family support and freedom to adopt bicultural identity. School climates of acceptance and trust resulted when diversity was embraced by the school culture, accommodations for language acquisition
were provided, and newcomers enjoyed positive relationships with school personnel.
Recommendations: Iowa educators should gain insight into personal biases that hinder acceptance of diversity and negatively impact newcomer student experience. Educators are encouraged to develop patience with newcomers through
their English language acquisition and transition to Iowa culture . Teachers should monitor student assignment progress and
completion until newcomers comprehend expectations of secondary contexts. Educators must learn about the cultural backgrounds of newcomer students. All content area teachers need to understand effective instructional modification and accommodations for language learners. School teams should consider flexible and innovative approaches to fostering
relationships with newcomer families
Does the Past Predict the Future?: An Empirical Analysis of Recent Iowa Supreme Court Use of Legislative History as a Window into Statutory Construction in Iowa
Full text linkThis Article provides an empirical analysis of Iowa Supreme Court decisions from 2004–2013 that employ legislative history in interpreting Iowa statutes. It answers the question: When the Iowa Supreme Court consults legislative history in construing an Iowa statute, what specific types of materials are cited? Further, this Article provides an overview of statutory drafting and construction in Iowa and discusses the inherent uncertainties of statutory interpretation, using Sallee v. Stewart and State v. Heemstra to illustrate the variance in how the court decides whether historical analysis applies to a case, and, if so, what it means. Although a precise formula for “correctly” reading a statute cannot be formulated, this Article suggests some practices that will help ensure as thorough a reading of an Iowa statute as possible. This Article concludes with two recommendations for the Iowa Supreme Court. First, consistently cite Iowa Code Section 4.6(3) when using legislative history to determine legislative intent. Second, formulate a more complex rule on the use of bill explanations in determining legislative intent, neither abandoning them completely nor always using them, but instead considering them as an extrinsic source of evidence for understanding a statute only when appropriate after analyzing the bill’s amendment history