5026 research outputs found
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Muscogiana Vol. 31(2), Fall 2020
Get PDFA journal of the Muscogee Genealogical Societyhttps://csuepress.columbusstate.edu/muscogiana/1062/thumbnail.jp
Muscogiana Vol. 31(1), Spring 2020
Get PDFA journal of the Muscogee Genealogical Societyhttps://csuepress.columbusstate.edu/muscogiana/1061/thumbnail.jp
Toward an Assertive Servant Leadership Model
Get PDFThis paper introduces an assertive servant leadership theoretical model that specifically addresses phenomena not fully explained in previous servant leadership literature, leaving room for a new model of servant leadership based on both Greenleaf’s (1977) and Patterson’s (2003) approaches to servant leadership. This proposed assertive servant leadership model is defined along with a presentation of approach
Perceived Stakeholder and Stockholder Views: A Comparison Among Accounting Students, Non-Accounting Business Students And Non-Business Students
Get PDFIn this study, I tested the perceived attitudes of students towards Corporate Ethics and Social Responsibility (CESR). I assessed whether students within a particular major are more or less likely to exhibit ethical reasoning compared to students within other majors. Specifically, I tested the perceived differences in stakeholder and stockholder views among accounting, business, and non-business students. I conducted the study utilizing the Perceived Role of Ethics and Social Responsibility Scale (PRESOR) while controlling for gender, age, work experience, and degree of religiosity. Results show that accounting students generally have a higher perception of stakeholder views and a lower perception of stockholder views than other business and non-business students. Other business students identify more with stakeholder views and less with stockholder views than non-business students. Lastly, non-business students associate more with stockholder views than accounting and other business students
Validation of the Assessment of Teachers’ Pedagogical Content Knowledge as a Self-Assessment with K-12 Teachers in a Title 1 School District
Get PDFTeacher quality has become a topic of national discussion due to the United States’ lagging behind other countries’ success on both international and national assessments. Validation of the Assessment of Teachers’ Pedagogical Content Knowledge (ATPCK) as a self-assessment with K-12 teachers in a Title 1 school district is the purpose of this research. Assessing teachers’ pedagogical content knowledge (PCK) growth as a result of professional development is a challenge. Utilizing confirmatory factor analysis allowed the researcher to determine the validity and reliability of the ATPCK as a self-assessment measure of teachers’ PCK. The research results will be utilized to support the improvement of future district and site-based evaluation of teacher professional development practices
Connecting Cougars with Alan Karass
No full textThe Connecting Cougars series featured Columbus State University faculty and staff as they provided encouraging messages to CSU students during the COVID-19 Pandemic.
This videos features Dr. Alan Karass from the Columbus State University Libraries.https://csuepress.columbusstate.edu/marketing/1025/thumbnail.jp
Plexiglass in the CSU Archives and Special Collections
No full textThis behind-the-scenes photo demonstrates how Jessie Merrell, Archival Associate in the CSU Archives and Special Collections, works behind a plexiglass screen in response to the COVID-19 Pandemic. This photo was part of a running series held on Fridays to demonstrate how CSU Libraries was preparing for the Fall 2020 Semester during the preceding summer months.https://csuepress.columbusstate.edu/marketing/1031/thumbnail.jp
COVID-19 Announcement
No full textThis poster announced the Columbus State University Main Library\u27s opening hours after its COVID-19 extended closure in 2020.https://csuepress.columbusstate.edu/marketing/1033/thumbnail.jp
Literacy Based Behavioral Interventions: A Review of the Literature
Get PDFIn this systematic review of the literature on literacy-based behavioral interventions (LBBIs), ten selected articles were compared to the Quality Indicators prescribed by the Council for Exceptional Children (CEC). There were eight main categories of standards which included 1) context, 2) participant characteristics, 3) description of the intervention, 4) how it was implemented, 5) if the implementation had fidelity and 6) validity, 7) outcome measures, and 8) data analysis. Each of the studies was evaluated according to these indicators by using a coding chart. Results indicated that LBBIs can be considered an evidence-based practice according to the CEC standards
