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California Energy Policy Alternatives for Commercial Buildings to Create Energy Resiliency, Reduce Carbon Emissions, and Lessen Dependency on Electrical Utilities for the Future California Economy
No full textPurpose: The purpose of this Policy Delphi study was to identify and assess the energy efficiency policies for commercial buildings in California that experts believe are most important and likely to be implemented by the year 2025 to create energy resiliency, reduce carbon emissions, and lessen dependency on electrical utilities in the future California economy. Methodology: The methodology for this Policy Delphi study was descriptive, and used to forecast the future relative energy policy for energy efficiency in commercial buildings in California. Inside the theoretical framework of policy analysis, this Policy Delphi study was designed around the insights of a nominated expert panel. The sample population was 24 experts randomly drawn from a list of individuals who were nominated by one of three advisors. Individuals were nominated for their expertise with energy policy, building industry, economy, and business. The panel was asked to identify policy options, and systematically rate those options in three structured rounds, to achieve consensus on a common set of future policies. Findings: The analysis of data from the Policy Delphi expert panel’s ratings identified that 20 policy statements were considered to be of high priority in this study. Secondly, seven policy statements received consensus on high ranking of importance. Finally, only vi one policy statement received consensus on high rankings of importance and likelihood of implementation. Conclusions: Based on the research findings, 10 conclusions were drawn including: (a) increasing ratepayer investments in energy efficiency for clean energy distributed resources for California Integrated Resource Planning policy for utilities was unmistakably the highest priority identified in this study and (b) energy efficiency policies affecting commercial buildings in California may be difficult to implement in the near future. Recommendations: Further research is recommended in the following areas: (a) replication of this study using a different expert panel selected utilizing the same or different selection criteria and (b) analyzing data on the effectiveness of the high importance policy statements
The Impact of Emotional Intelligence and Affective Behavior on Paramedic Student Field Internship Success
No full textPurpose: The purpose of this correlational study was to examine the relationship between emotional intelligence (EI) scores, as defined by Bradberry and Greaves (2009) and paramedic student success during the field internship phase of their education as determined by the California Paramedic Field Internship Major Evaluation (FE) Rating Criteria.
Methodology: This quantitative, nonexperimental, correlational study utilized data collected from the Emotional Intelligence Appraisal—Me Edition and the California Paramedic FE reports provided by paramedic preceptors in the field. Data were collected from 30 paramedic interns from 3 paramedic programs in Southern California and analyzed using the Pearson product moment correlation (r).
Findings: This study’s focus was to determine if a relationship existed between EI and performance on the paramedic FE for paramedic interns. A weak direct (positive) correlation existed between EI and performance on the FE. For students required to repeat or extend their time in a paramedic internship, the data demonstrated a strong direct (positive) correlation between EI scores and their performance on the FE.
Conclusions: Students with higher levels of EI were more likely to find initial success during their field internship phase of study and complete the program on the first attempt. Although some students with lower measured levels of EI were successful in their initial attempts to pass field internship evaluations, the factor common among those students who had to extend or repeat the field internship portion of their study was a lower level of EI. Affective behaviors, which result from EI, are included on the FE for students and contribute to their overall scores.
Recommendations: Used in conjunction with the FISDAP’s Paramedic Entrance Exam, EI training would offer paramedic instructors and program directors important tools to proactively identify areas needing improvement so that appropriate interventions can be made in the best interest of the student. Recommendations for future research are listed in Chapter V
Positive Behavior Interventions and Supports in Transitional Kindergarten through Second Grade Classrooms: Year three and beyond
No full textPurpose: The purpose of this mixed-methods study was to examine the effects of Positive Behavior Interventions and Supports (PBIS) on students in transitional kindergarten (TK) through second grade before implementation and after implementation of PBIS at platinum level elementary schools.
Methodology: A mixed-methods study will be used to examine the effects of PBIS on students in TK through second grade before implementation and after implementation of PBIS at platinum level elementary schools in southern California. The quantitative method was used to gather archival data on pre PBIS implementation and post PBIS implementation to determine if there was a difference in student behavior incidences. The qualitative method was used to gather data from the four platinum level school site administrators on pre PBIS and post PBIS implementation to find if they believe student behaviors were impacted. The qualitative data was gathered during semi-structured interviews by the researcher.
Findings: Findings from the quantitative and qualitative research showed a significant difference in the number of referrals written pre- implementation to post implementation of PBIS at four TK through second grade platinum level elementary schools. All four site administrators believe that PBIS has positively impacted behaviors on their school sites.
Conclusions: Based on the findings from this study and the increase in the number of referrals written it can be concluded that PBIS is providing a comprehensive and consistent system of recording data that is then used to help support student needs.Recommendations: It is recommended that further studies be conducted to find if PBIS is truly helping to improve student behaviors, success, and emotional wellbeing
Conversational Leadership: A Phenomenological Study of Exemplary Elementary Superintendents and the Behaviors They Practice in Leading Their Organizations
No full textPurpose: The purpose of this phenomenological research study was to describe the behaviors that exemplary elementary superintendents practice to lead their organizations through conversation using Groysberg and Slind’s (2012b) 4 elements of conversational leadership: intimacy, interactivity, inclusion, and intentionality.
Methodology: The phenomenological qualitative inquiry method was used to describe the behaviors of 10 exemplary elementary superintendents in Southern California and their perspectives of lived events related to conversational leadership. The study combined semistructured interviews using an interview guide, observations, and artifact collection. These qualitative tools helped the researcher gain insight on study participants’ conversational leadership behaviors defined in the study’s purpose. The researcher analyzed data collected with the assistance of NVivo software to reveal patterns and sort these patterns into categories.
Findings: Examination of study participant interviews, observations, and artifacts resulted in 23 themes and 361 frequencies among the 4 elements of conversational literacy. Ten key findings were identified based on the frequency of references by study participants.
Conclusions: The 10 key findings were summarized as 4 conclusions, one for each conversational leadership element. Superintendents in this study stressed the importance of listening to stakeholders and using honest communication for building intimate, trusting relationships with stakeholders; creating cultures of nonjudgmental, open dialogue for increased two-way, interactive communication opportunities; including stakeholders through asking questions and creating common messages about organizational content; and creating clarity of organizational purpose through continuous messaging of the organization’s goals and direction.
Recommendations: Further research of leaders in private business and superintendents in geographic areas outside Southern California should be conducted
The Road Less Traveled: How Asian Cultural Values Impact the Career Choice Tendencies of Asian American K-12 Principals
No full textPurpose: The purpose of this constructivist inquiry study was to identify and describe the perceptions of Asian American principals of how cultural values impacted their career choice tendencies in the K-12 educational setting.
Methodology: For the purposes of providing the most authentic and genuine lived experiences and perceptions of these Asian American principal participants, the researcher engaged in three primary methods of collecting data, which included demographic questionnaire, interviews, and artifacts. The study participants were 15 current Asian American full-time principals who work in school districts located in Los Angeles and Orange County, California.
Findings. A thorough examination of study participant interviews, demographic questionnaires, and artifacts unveiled four findings. First, Asian American K-12 principals were encouraged by their parents to pursue typical Asian careers such as doctors, lawyers, and engineers. Second, parents of Asian American principals viewed K-12 career path as female-dominated. Third, Asian American K-12 principals grew up significantly valuing education as a vehicle for upward mobility. Last, Asian American educators were taught that hard work and humility will help them in life.
Conclusions. Based on the research findings of this study and the existing literature, the researcher drew four conclusions. First, the belief that being a doctor, lawyer, and engineer is a more prestigious career due to status and higher pay is a cultural obstacle for Asian Americans who are interested in a career in K-12 education. Second, male Asian American educators face greater pressure from their parents when considering teaching as a career. Third, acquiring graduate degrees, certifications, and taking part in ongoing professional development allows Asian American educators to move up in the educational system. Last, Asian cultural values such as hard work and humility were key ingredients for success for Asian American educators.
Recommendations. Further research is recommended to replicate and extend the study to a different populations and samples in order to expand the understanding of how cultural values impact the career choice tendencies of Asian Americans K-12 principals
Exemplary California School District Superintendents Leading the Social Media Charge
No full textPurpose: The purpose of this mixed-methods study was to identify the social media tools used and the role of social media when communicating with parents as perceived by exemplary California school district superintendents. In addition, the purpose of this study was to describe the benefits and challenges perceived by exemplary California school district superintendents when using social media to communicate with parents.
Methodology: A mixed-methods study was applied to identify the social media tools used, the role of social media, and the benefits and challenges of using social media to communicate with parents as perceived by exemplary California school district superintendents. An online survey was used to identify the social media tools and role. Face-to-face interviews were used to describe the benefits and challenges of using social media.
Findings: This study revealed that exemplary California school district superintendents strategically use a variety of social media tools when communicating with parents for awareness, feedback, collaboration, and advocacy based on their perception of the importance of the social media tool. In addition, superintendents perceived the role of social media to be used in all four levels of the Dixon ongoing social engagement model. The superintendents identified many benefits and some concerns regarding managing parent criticism and inaccurate information being shared on social media.
Conclusions: Superintendents are using social media intentionally and strategically when communicating with parents. The four levels in the Dixon ongoing social engagement model (awareness, feedback, collaboration, and advocacy) were represented in the social media tools used by exemplary superintendents and the role of social media used to communicate with parents. Superintendents recognized the urgency for the district to be present on social media and utilize it to communicate with parents.
Recommendations: It is recommended to replicate this explanatory sequential mixed-methods study using exemplary unified school district superintendents with public information officers when communicating with parents based on the Dixon ongoing social media engagement model
An Ethnographic Investigation into the Influence of Bandura’s Four Psychological Sources of Information on Early-Career Elementary Teachers’ Self-Efficacy
No full textPurpose: The purpose of this ethnographic investigation was to examine and describe the experiences that impact early-career elementary teachers’ self-efficacy beliefs based on Bandura’s four psychological sources of information.
Methodology: An ethnographic research design was used in this study to collect data from 15 early-career elementary school teachers in Riverside County. An interview protocol was employed to gather the rich narrative descriptions from the participants’ perspective. These semistructured interviews were geared toward getting a better understanding of the perspective of the participants from their own point of view and asked open-ended questions so participants could provide rich accounts of situations that impacted their self-efficacy.
Findings: Examination of the data from the 15 ethnographic interviews indicated a variety of findings. These findings are: (a) Teachers feel motivated to improve after observing other teachers’ successes or failures; (b) Teacher experience a sense of excitement when they know they have impacted students; (c) Teachers feel validated from positive input from administrators; (d) The positive relationships that teachers establish refuels their energy to persist in the field; (e) Teachers develop confidence when observing a trusted colleague; (f) Teachers are more reflective after a failed teaching experience; (g) A teacher’s sense of personal accomplishment diminishes when they lack exposure to exemplar teaching in specific content areas; (h) Persevering through challenging situations increases a teacher’s commitment to the profession; (i) Teachers feel successful when implementing something new and student outcomes exceed expectations; and (j) Teachers feel validated from positive input from peers.
Conclusions: The results serve to inform researchers, district and school site administrators, and teachers of the importance of cultivating high levels of TSE thus impacting the resiliency of early-career teachers to keep them committed to the teaching profession.
Recommendations: Further research is recommended to continue to expand the understanding of TSE and the impact it has on teachers by examining the experiences of secondary teachers, by examining the experiences that impact collective teacher efficacy, and by examining the influence administrator knowledge has on teachers’ level of self-efficacy
A Quantitative Correlational Study between Transformational Leadership Behavior and Job Satisfaction among California Card Room Casino Employees
No full textPurpose: This study had two purposes. The first purpose was to determine if there is a correlation between transformational leadership behavior exhibited by the leadership team and job satisfaction among California card room casino employees. The second purpose of this study was to determine if there is a correlation between transformational, transactional, or laissez-faire leadership styles exhibited by the leadership team and job satisfaction among California card room casino employees.
Methodology: This quantitative, non-experimental, correlational study involved utilizing two Likert-type scale survey instruments to measure leadership styles and employee job satisfaction. Data was collected from 127 card room casino employees located in the Los Angeles County area. Requested demographic data included the following: gender, age bracket, ethnicity, job type, number of years employed at the casino, and if the participant was currently employed in a position of leadership.
Findings: This study’s primary focus was to examine the correlation between transformational leadership behavior and job satisfaction among California card room employees. The information determined from the survey responses indicated that the highest statistical relationship identified were between idealized influence (attributed) and the work itself at .68, and the lowest statistical relationship identified were between active management-by-exception and fringe benefits at .01.
Conclusions: This research led to the conclusion that the more casino employees perceive their leaders as exhibiting transformational leadership styles, the higher their job satisfaction level. However, the more casino employees perceive their leaders as exhibiting transactional or laissez-faire leadership styles, the less the relationship is positive; and laissez-faire leadership has a negative effect on job satisfaction.
Recommendations: Further research is advised; this research was limited to one card room in the Los Angeles County area, and this study should be replicated in other areas of the State to examine comparable data. Additionally, it is advised that the study be done as a mixed method study to increase the scope of data to be analyzed. This research could be the catalyst for generating strategic action plans for the executive leadership team to create training platforms that focus on transformational leadership, mentoring and coaching, and developmental programs for current industry professionals
The Predictors of Juvenile Recidivism: Testimonies of Adult Students 18 Years and Older Exiting From Alternative Education
No full textPurpose: The purpose of this descriptive, qualitative study was to identify and describe the importance of the predictors of juvenile recidivism and the effectiveness of efforts to prevent/avoid juvenile recidivism as perceived by previously detained, arrested, convicted, and/or incarcerated adult students 18 years of age and older exiting from alternative education in Northern California. A second purpose was to explore the types of support provided by alternative schools and the perceived importance of the support to avoid recidivism according to adult students 18 years of age and older exiting from alternative education.
Methodology: This qualitative, descriptive research design identified and described the stories voluntarily shared by previously detained, arrested, convicted, and/or incarcerated young adult students 18 years of age or older from two alternative education programs. The study utilized semistructured interviews, with questions posed in a sequential manner. The qualitative semistructured interviews consisting of 13 standardized questions were administered to 12 participants in person. The results of the qualitative semistructured interviews guided the narrative by prioritizing data and themes. The population for the study included adult students 18 years of age and older who were detained, arrested, convicted, and/or incarcerated and either were exiting or would soon be exiting from an alternative education program in Northern California.
Findings: Examination of the interview responses resulted in 42 themes and 158 frequencies related to the perceived predictors of juvenile recidivism and types of support perceived as important to avoid recidivism. Seven key findings were identified based on the frequency of references by study participants. Conclusions: The seven key findings were summarized as four conclusions: (a) This study contributes to the growing body of qualitative research on juvenile recidivism; (b) alternative education is overlooked and underserved; (c) strong collective efforts through community engagement are highly encouraged to prevent youth incarceration and to deter youth from juvenile recidivism; and (d) overlooked and underserved alternative education programs contribute to the social phenomenon of juvenile recidivism; the ayes have it. Recommendations: Further research is advised in this area by replicating this study within elementary, middle, and high school settings as well as soliciting the perspectives of superintendents, teachers, and probation officers
Nonprofit Supervisors\u27 and Teachers\u27 Persectives on the Benefits and Importance of Reflective Supervision
No full textPurpose: The purpose of this study was to examine the benefits and importance of reflective supervision as perceived by supervisors and teachers working in the Rialto Child Development Center, located in Rialto, California.
Methodology: This was a single qualitative case study using standardized, open-ended interview questions in 4 focus groups to collect in-depth and succinct information from supervisors and teachers. Purposeful sampling was used to select 8 supervisors and 24 teachers who met the criteria to participate in the study. Data collection included 4 separate focus groups using an interview script to ensure reliability. The researcher conducted all focus groups and coded all data for developing themes.
Findings: Reflective supervision encouraged coaching, helping teachers perform at their best. Employee and professional development are organizational benefits of reflective supervision. Reflective supervision maximized teacher confidence in accomplishing organizational goals. Reflective supervision enhanced collaboration, allowing teachers to work cohesively as a team in the decision-making process. Reflective supervision strengthened workplace relationships between supervisors, teachers, and peers. Reflective supervision promoted a reflective mindset when teachers took the time to look at their emotions and monitor how those emotions affected decision making. Conclusions: When supervisors strengthen their coaching skills to assist teachers in developing their skills necessary for reflection and collaboration in decision making, teacher’s productivity increases. Supervisors’ maintenance of a work environment that supports teachers’ professional development and growth is imperative to organizational success. Teachers accountable for their own professional development will have a higher sense of efficacy and growth. Positive organizational culture and support is critical to teacher self-confidence. Teamwork between supervisors and teachers is critical to the decision-making process and collaboration. Teachers responsible for managing their own emotions in dealing with work and client issues are critical to increased quality service delivery to clients.
Recommendations: Replicate this study emphasizing training of supervisors and teachers. Conduct a multiple case study examining supervisors’ and teachers’ perceptions on the benefits and importance of reflective supervision