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K–12 Campus Communication: An Insiders’ View From the Southwest
Get PDFResearch Focus. In school systems, educational achievements of students and success of schools is often dependent on teachers and administrators charged with educating students, communicating with parents, along with translating and implementing a multitude of local, district, state, and federal policies (Halawah, 2005). However, recent decades have seen the highest turnover and lowest teacher satisfaction rates. As a result of teacher turnover and decline in teacher satisfaction, the National Association of State Boards of Education (NASBE, 2012), recommends that states address conditions that cause teachers to leave the profession.
One of the ways of enhancing teacher (and other employee) satisfaction within their work places is to create open communication climates that value contributions of all employees, promote open exchange of ideas, and create positive work environments (Gonzales, 2014). Local, state and national governing bodies encourage the enhancement of campus communication efforts as a way to increase teacher engagement, perception of school culture, and their right to have open and honest communication (Fagan-Smith, 2013).
While there is extensive literature on teacher dropout, issues of retention, and the negative impact of closed communication climates (Ahghar, 2008), there is little written on ways in which school leaders create open communication and engage with employees in sharing information and accomplishing organizational goals (Carr, 2007). The purpose of this qualitative study was to explore principals’ views and actions relating to open communication on K-12 campus environments of a large Texas public school district. This study examined meanings attached to open communication and how those meanings were translated into campus communication culture. By understanding communication from the principal’s perspective and by engaging in dialogue about the role of communication, the researcher has provided principal viewpoints that district leaders can utilize as they continue working toward school transformation and student achievement. By studying the perspectives and experiences of these school principals, the research has the potential to impact principal training programs, school district leaders, and campus management initiatives.
This qualitative study was guided by the following research questions:
* What are elementary school leaders’ perspectives about and experiences with communication and the development of open communication environments?
* How may school leaders’ perspectives about communication impact campus communication culture?
Research Methods. This study was conducted using a qualitative interpretive approach with qualitative methods for analysis. Walsham (1993) asserts that the purpose of the interpretive approach in information science is to produce an understanding of the context and the process whereby information science influences and is influenced by the context. This approach seeks to understand the meaning people assign to specific problems or social phenomena (Creswell,
2011). I selected a qualitative interpretive methodology for this study because I wanted to capture the perspectives of campus principals as shared through their personal accounts.
The primary participants were elementary school principals. Elementary school principals were selected as primary participants because they provide a larger participant pool, in comparison to middle school and high school principals. Through snowball and convenience sampling, I selected 10 elementary school administrators to participate in the interviews. Face-to-face interviewing was the primary tool used for data collection.
As described by Yin (2011), the analysis of qualitative data takes place in 5 phases. The phases include compiling the data, disassembling the data, reassembling the data, interpreting the data, and concluding the study. Data analysis methods were influenced by what participants marked as significant (Bloome, Carter, Christian, Otto, & Shuart-Faris, 2005) for understanding their views about campus communication and the development of communication environments and cultures. Data were obtained through recorded and transcribed interviews. The transcribed documents were imported into the NVIVO software system, where they were disassembled and reassembled. A thematic analysis occurred after the data had been organized and managed using NVIVO.
Research Results/Findings. Analysis revealed 5 key findings related to the following themes: (a) challenges related to the scope of the role, (b) having mentors, (c) principal’s leadership style impact on campus communication culture, (d) methods of communication, and (e) one-on-one communication topics.
Conclusions from Research. As a result of this research I recommend the following approaches to enhance the academic and professional development of public school elementary school principals: (1) collaboration among school districts and university administrator program faculty, (2) evaluation of university administrator program content and revision, (3) school district formal mentoring programs, (4) professional development related to the communication component for school principals
Investigation of P-Glycoprotein (PGP) Induction by PGP Substrates to Induce Paclitaxel Resistance in Ovarian Cancer Cells
Get PDFThe purpose of this study was to investigate the development of chemotherapeutic resistance to paclitaxel in ovarian cancer cells after treatment with drugs that are substrates for P-glycoprotein (PGP). A core concept of this experiment was to identify if PGP substrate drugs could also act as PGP inducers after prolonged treatment in SKOV-3 ovarian cancer cells. In order to test this, SKOV-3 cells were exposed to either fexofenadine, a PGP substrate used as an antihistamine, or the chemotherapeutic drug vinblastine. After 42 days of drug treatment, ABCB1 gene expression was measured by qRT-PCR. Analysis of ABCB1 expression in treated cells revealed that fexofenadine was unable to significantly induce gene expression in SKOV-3 cells. Although some cells treated with vinblastine did exhibit some significant increases in ABCB1 expression, vinblastine exposure overall could not reliably induce ABCB1 gene expression within SKOV-3 cells. After testing for PGP induction, treated cells were exposed paclitaxel and tested for cell survivability. The results indicated that cells with induced PGP exhibited reduced survivability against paclitaxel exposure
Factors Impacting the Intent to Use an Interactive Visual Aid on a Tablet PC Platform by a Biotechnology Sales Force
Get PDFThe interactive visual aid on a tablet PC technology platform is a relatively new marketing tool. The interactive visual aid was developed to replace the visual aid brochure, also known as pharmaceutical promotional literature. The interactive visual aid is used by biotechnology area business managers to promote their respective medications directly to a healthcare provider. Biotechnology corporations are equipping their sales forces with tablet PCs to leverage customer relationship management tools, adhere to compliance and Food and Drug Administration regulatory policies, and to launch marketing tools such as the interactive visual aid. Do these companies know the factors contributing to the sales representatives’ utilization and adoption of an interactive visual aid? What are the factors that determine if a biotechnology sales representative will utilize an interactive visual aid in front of customers in the absence of management supervision? This study will identify the factors that contribute to the utilization of an interactive visual aid on a tablet PC platform by a biotechnology sales force. Review of previous research resulted in the determination that a quantitative method in conjunction with a survey was the most appropriate given the objective and background of the research for this study. Multivariate analysis was used to determine the correlation between the dependent and independent variables. As a result, inferential statistics were used to identify correlations between items, constructs, and the dependent variable in the form of a regression analysis. Data was analyzed using Partial Least Squares a form of Structural Equation Modeling software. Consistent with prior research, analysis utilized a two-step process. In the first stage, the measurement model was evaluated to determine the reliability and validity of the constructs. Next, the structural model was evaluated to examine the predictive relevance of the model, magnitudes of effects, and variance. This study demonstrates clear evidence of the intent to use an interactive visual aid by a biotechnology sales force is determined by the area business manager identifying a relative advantage (hypothesis supported) over the precursor. If the innovation, does not bring tangible advantages, then the likelihood of the area business manager using that technology will be reduced. Area business managers within the biotechnology corporation must find the interactive visual aid useful (hypothesis supported), they must be able to see others being successful using the innovation (hypothesis supported), and positive results need to be demonstrated (hypothesis supported). This study aimed to apply Moore and Benbasat’s (1991) modified diffusion of innovation theory, Sappington’s (1991) principal agent model, and Davis’ (1983) technology adoption model to determine usage intention of an interactive visual aid on a tablet PC platform by a biotechnology sales force. Consistent with prior research, the study found that factors pertaining to diffusion of innovation, agency theory, and technology adoption do affect area business managers’ interactive visual aid usage intention. Through mediation, three variables became more prominent in the alternative model’s prediction of user intention: relative advantage, compatibility, and voluntariness. In this study, the area business managers intent to use an interactive visual aid on a tablet PC platform during selling discussions with healthcare providers were impacted by the perceived advantages the interactive visual aid has over its predecessor, the compatibility the interactive visual aid had with the current work environment, and the area business managers’ voluntary use of the interactive visual aid.
Conclusions from Research. This study aimed to apply Moore and Benbasat’s (1991) modified diffusion of innovation theory, Sappington’s (1991) principal agent model, and Davis’ (1983) technology adoption model to determine usage intention of an IVA on a tablet PC platform by a biotechnology sales force. Consistent with prior research, the study found that factors pertaining to diffusion of innovation, agency theory, and technology adoption do affect ABMs’ IVA usage intention. Through mediation, three variables became more prominent in the alternative model’s prediction of user intention: relative advantage, compatibility and voluntariness.
In this study, the ABMs intent to use an IVA on a tablet PC platform during selling discussions with HCPs were impacted by the perceived advantages the IVA has over its predecessor, the compatibility the IVA had with the current work environment, and the ABMs’ voluntary use of the IV
A Practitioner Inquiry of High School Teachers’ Experiences Participating as a Community of Practice
Get PDFThe focus of this study was to explore high school teachers’ perceptions of self-directed professional development learning as participants in a community of practice. The questions for this study were: How did directing their own learning influence high school teachers’ perceptions of their professional development? How did participating in a community of practice influence high school teachers’ perceptions of their professional development?
Four teachers participated in a community of practice. Individual participants used practitioner inquiry to collect and to analyze data as appropriate to their classroom practice instructing the students. I was both a participant and a researcher in the study. In my role as participant, I too used practitioner inquiry to examine my professional practice and my experience in the community. My membership in the community of practice provided access to and perspective about participating teachers’ experiences.
The conceptual framework included sociocultural theory and social constructivism to explore theories of learning and culture in a community of practice. I utilized methods of interactional ethnography to investigate relationships between discourse, activities, and the participants’ construction of knowledge. I examined video recordings, transcripts and written artifacts produced in the community of practice. I analyzed the participant’s experiences from their words and descriptions with Spradley’s Developmental Research Sequence. Using an interactional ethnographic perspective allowed me to examine how teachers constructed professional development individually and cooperatively as participants in a community of practice.
Findings from this study suggest, among other things, that teachers individually constructed their own professional development utilizing practitioner inquiry to explore self-selected questions specific to their practice in the context of their work with support from the community. Practitioner inquiry was an individual process. Collaboration in a learning community enabled the teachers to construct their professional development connected to context of work. Findings from this research study contribute to an understanding how Situated Learning Theory connects to teacher professional development. Situated Learning Theory can explain how member participation in a learning community can prompt engagement and motivate learning
The Sport Commitment Model’s Effect on the Participation Frequency and Purchase Behavior of Golfers
Get PDFGolf has a multi-billion dollar impact on the U.S. economy. Golf course revenues have flattened since the industry peaked in 2005. Many golf courses have closed as fewer and fewer golfers continue to play. Golf course managers must develop effective marketing plans to retain customers. This means developing effective systems to retain golfers who have a large variety of playing and equipment options. Determining what factors are related to the reasons a golfer continues to play would help in the development of needed programs. Commitment to golf could be one of the factors related to the purchase intention and participation frequency of consumers. The sport commitment model was developed to help understand what motivates people to continue playing a sport or activity. The sport commitment model has also been used recently to determine if commitment to a sport has any relationship to purchase intention and participation frequency. Many different sports and activities have been tested using the sport commitment model, but golf has yet to be tested. Golf could be different than other sports due to the social nature of playing with a group of people and the financial investment required to play. This research was conducted to test the factors of the sport commitment model in a golf environment to determine if commitment to golf has any relationship to purchase intention and participation frequency. The data indicate that golf is like other sports in the factors of enjoyment, personal investment, valuable opportunities, other priorities, social constraints, social support, desire to excel, and their relationship to commitment. Purchase intention and participation frequency are not related to commitment to golf. This could indicate that the level of commitment to golf provides no indication about the purchase intention or participation frequency of golfers. Further research is needed to confirm the findings in this research
Investigating the Effectiveness of a Community Leadership Program Based on the Experiences and Perceptions of Alumni Participants
Get PDFThis dissertation investigated the perceptions of alumni who participated in a civic leadership program (LP) in a large, metropolitan city with over 1.7 million residents in its local community. The program, with a 42 year-long history, had no formal data on its participants, the program, or its efficacy. The research investigated the expectations, experience, and engagement of participants over its 42-year history. To examine these concepts, the study was motivated by three research questions: (1) What is the relationship between the participants’ program satisfaction and the program elements? (2) To what extent did the program meet expectations, based on participant experience? and (3) Did the experience of participating in the program provide motivation for personal engagement in the participants’ organizations, communities, or careers? If so, why and how?
The study used a mixed methodology to examine quantitative results from a 31-question on-line survey, and the respondent population volunteered for a face-to-face, semi-structured interview to establish qualitative findings. Additional qualitative documentation was used to triangulate and verify findings. The quantitative data was analyzed using SPSS® and performing Factorial Analysis of Variance (ANOVA), along with multiple regression and correlation modeling to measure several independent variables (Gender, Years of Work Experience, Expectations of Program to Meet State Mission, Expectations of Program Elements, Post-Program Engagement, and Post-Program Follow Up), to discover relationships with the dependent variable (Satisfaction). The qualitative data from the open-ended survey questions, interviews, and documentation was analyzed using NVivo® qualitative data analysis software to find patterns in word frequencies which contributed to five broad themes.
The results and findings from the research suggested Gender (IV1) and Years of Work Experience (IV2) had no effect on participant Satisfaction (DV). However, when participants had low Expectations (IV3, 4), they were more likely to become Engaged (IV5, 6) in their community post-program. Likewise, when participants had a high rate of Satisfaction, they were also likely to become more engaged following the program conclusion.
The results and findings provide support that the program is effective and offers insights to how participants perceived the program, how they felt about their participation, and how they may have been motivated to participate in their business or community differently, following the program conclusion
Primary Care-Related Emergency Department Use
Get PDFPrimary care-related emergency department use has become a focal point in the United States considering health reform and changes made to the delivery model and reimbursement mechanisms. Emergency departments serve as critical access points within the United States delivery system because important medical resources are made available for all members within the community. However, a gap in the literature exists due to a lack of consensus regarding factors that influence emergency department use for primary care-related health needs. The purpose of this study was to understand the relationship between demographic, social, economic, geographic, and need factors that influenced use of the emergency department for primary care-related health needs.
This study was modeled after the Andersen behavioral model of health care utilization, and it also utilized the New York University ED Algorithm to estimate the rate of visits that were primary care-related. This study employed a retrospective confirmatory research design using secondary administrative data obtained from the Kentucky State Emergency Department Database from January 1, 2008 to December 31, 2015 (N = 15,635,828).
All factors (insurance status, insurance type, income, area of residence, gender, race, and age) within the multi-factor logistic model were significant, except Race White, Missing insurance, and self-pay insurance.
The multi-factor model and ED Algorithm appear to have validity as an indicator of access problems to primary health care services. Findings from this study provide evidence that both community and individual level factors are influential in driving use of the emergency department for primary care-related health needs
Superando Barreras: Exploring Barriers Mexican-American Women Overcame as They Pursued a Higher Education
Get PDFAcademic achievement in school is a promise for a better future and provides stability for a family. With a growing Mexican-American population in the United States, the need for more research on academic achievement for this demographic is evident. The purpose of this constructivist grounded theory qualitative research was to explore the perceived barriers 13 Mexican-American women overcame as they pursued a higher education. In addition, the sub-question focused on resources used to overcome perceived barriers. Participants were Mexican-American women who completed their terminal or professional degree between 2010–2015. The research design was exploratory and was conducted via an inductive qualitative research approach by using the constructivist grounded theory research design. The constructivist grounded theory design lends itself to be co-constructed by the experience of participants, as well as the researcher. Constructivist grounded theory allowed me to examine the information and co-construct a theory based on different variables connected to each participant. Themes and words were interpretations of the data and are believed to be true. The primary question and sub-question used in the interviews led to answers that shaped the lives of each participant. Open-ended questions allowed participants to express themselves while providing useful information about the experience as Mexican-American women who pursued, and achieved, a higher education.
The constant reoccurrence of adaptation was evident in this study. At different points in their lives, these women adapted to their changing life situations. In order to keep situations moving in a positive direction, these women needed to search for internal strength. All participants encompassed the ability to analyze their situation and identify methods of adapting to change(s). The process of adaptation emphasizes a reflective approach to the circumstance or situation to overcome the affect it has on the individual. Attending and reacting to barriers minimized the long-term affect they had on women in this study. Participants in this study experienced constant transformation. As described by participants, they needed to keep going no matter what. When faced with a challenging situation, fears were faced and the focus remained on the goal. Women in this study reflected on and interpreted the struggles they faced at different times along their journey. In order for transformation to take place, a change (learning) must occur. Participants transformed along their journey. Professional actualization was seen as reaching the end goal of obtaining a professional degree. The pathway to professional actualization was not linear. Not all participants went directly to college after high school. The educational journey took determination and resilience. Through the cultivation of relationships, these women were able to overcome obstacles identified. Those pathways proved to be essential in the success of this group. Professional actualization occurred through the cultivation of relationships.
The substantive theory for this study was termed, Cultivating Relationships as a Pathway to Professional Actualization for Mexican-American Women Pursing a Higher Education. Cultivating relationships was something that provided a positive environment for participants. Mentors and Hispanic organizations were the connections that supported a nurturing environment conducive to learning. Each participant mentioned a relationship that provided continued support (i.e., mentor or Hispanic organization). The need to form relationships appeared early in the interview process. Forming relationships with colleagues, faculty, staff, and administration personnel supported students when help was needed most. Barriers identified in this study may be common among other Mexican-American and Hispanic women or women and men of other ethnicities. Resources utilized by these women are key components, potentially, to help more This study added to the current body of knowledge in a positive way by identifying resources proven to be successful for this group. Mexican-American women need more exposure to successful women who have overcome barriers and continued to excel in every aspect of their career. Hispanic women may benefit from identifying with someone who they admire
Child-headed Households in Rural Zimbabwe: Perceptions of Shona Orphaned Children
Get PDFThis qualitative ethnographic case study explored the phenomenon of Child- Headed Households (CHHs) in rural Zimbabwe from the perspectives of a Shona community. My intention was to gain an understanding on how these children access necessities like food, clothing, shelter, education, health care, and cope on a daily basis without parental care, or adult supervision. The perceptions of both the orphaned children and the adults in their community were investigated through the integrative lens of the Shona philosophy of unhu, Maslow’s hierarchy of needs, and Bronfenbrenner’s ideas of systems. The findings of this study show that children from child-headed households among the Shona people in Zimbabwe struggle to make ends meet without the traditional family structure and adult supervision, and that they experience social, educational, psychological, and social development problems. Although the orphaned children in this study showed resilience, bravery, and sense of responsibility as they cared for their siblings, they struggle to make ends meet as they fail to access basic needs. The systemic issues affecting Zimbabwe as a country enhance the plight of these children thereby making their stories vital and necessary to understand
Implementation of the Human Papillomavirus Vaccine Among Health Professions Students
Get PDFThe human papillomavirus (HPV) is the most widespread sexually transmitted infection in America. College-aged students are a high-risk group for HPV transmission, but their HPV vaccination rates are low. The purpose of this evidence-based project was to implement an HPV vaccination program at a health science center university student health clinic to increase vaccination rates to meet the guidelines of the American College Health Association (ACHA) and the Centers for Disease Control and Prevention (CDC). The objectives of this project were as follows: 1) to educate providers and staff on the importance of the HPV vaccine; 2) to increase HPV vaccine recommendations to students by providers and staff; 3) to increase the HPV vaccination rate among students offered the vaccine; and 4) to increase the vaccination rate among all eligible students. Prior to implementation, 100% of staff were educated on the HPV vaccination guideline, resulting in a 33% improvement in test scores between pre- and post-tests. Of 205 student visits, 10.7% were recommended the vaccine. Sixty-four percent of students who were offered the vaccine accepted the immunization. The overall clinic vaccination rate post-implementation was 4.5%. Limitations of the project included staffing issues, problems with staff completing the education in a timely manner, providers’ perceptions of time constraints, students not remembering their HPV vaccine status, and a lack of knowledge around insurance coverage for the vaccine. The vaccination of even one previously unimmunized student can slow the spread of HPV; therefore, this project affected practice and patient outcomes through implementation of an HPV vaccination program, increasing HPV vaccination rates in an at-risk population