Educational Administration and Supervision Commons^™

Retention Rates And Pre-Matriculation Variables Of First-Time, Full-Time Students At Three, Small, Private, Liberal Arts Universities In Georgia, Bonnie Taylor

Electronic Theses and Dissertations

The purpose of this non-experimental, correlational, quantitative study was to provide an

in-depth understanding of the relationship between pre-matriculation variables on retention of first-year, full-time students from fall-to-fall semesters at three small, private, liberal arts institutions in the Southeast United States. The findings will help to determine the significance of the relationships between retention and pre-matriculation variables on first-year, full-time students who entered each institutions the fall 2017 and fall 2018 semesters.

Archival data at the participating institutions were used to test the significance of the relationships between retention rates and pre-matriculation variables (standardized test scores, high school GPAs, gender ...

Higher Education: Can Debt Beat Savings?, David Stackpole

Journal of Student Financial Aid

This paper investigates the possible opportunity cost of using standard college savings plans against the advantages of using debt to pay for college. In addition, it presents a practical argument for using debt in place of college savings plans in certain instances.

By doing so, investors may not only be able to mitigate the difficulty of saving, but also realize greater financial benefit in the long run.

Covid-19 School Closures: Professional And Personal Impacts On Building Principals, Paula R. Dawson, Alicia M. Nosworthy

Ed.D. Dissertations in Practice

The COVID-19 pandemic has had a global impact resulting in an altered reality for educational systems around the world. The mandate by the governor of Washington State to close all school buildings produced immediate and significant impacts to the educational systems throughout the state, which resulted in professional and personal challenges for building leaders. The researchers, two school administrators at different levels in separate districts, had a unique “front row seat” to the challenges being faced by educators in the region and across the state. Based on this positionality and the current reality, the overarching question of this study focused ...

K–12 Teacher Reflective Practice In (Pandemic) Context, Gary Pankiewicz

New Jersey English Journal

The author argues for a clear definition of teacher reflective practice that synthesizes newer theoretical perspectives. Social context and teacher practice are discussed to build a definitive benchmark that seems useful to support a more collaborative approach to teacher reflective practice today, including in the context of the pandemic.

Vocation, Belonging, Courage: Gender Equity In Narratives Of Non-Exempt Women Administrative Assistants In Academic Units At The University Of Dayton, Julio A. Quintero, Heather Ashley

Reports from the Gender Equity Research Fellowship

Gender roles normalize thinking patterns, behaviors, actions, and attitudes. The workplace is not immune to their influence. Gender roles make certain labor invisible, either because it does not typically fit with the expectations of a determined gender group, or because it is deemed normal and therefore expected.

This report condenses the narratives of 11 non-exempt women administrative assistants at the University of Dayton in reference to how vocation, belonging, and courage are affected by gender. Based on the responses, the report proposes several approaches to equity, which is defined as the modifying of structures and practices that have intentionally or ...

Faculty Start-Up Negotiations: An Examination Of Gender Differences And Recommendations For Improvement Opportunities At The University Of Dayton, Kathrin Hanek

Reports from the Gender Equity Research Fellowship

Amidst well-documented gender differences in negotiation and gender wage gaps in academia, ensuring gender equity in faculty start-up negotiations is an important part of the University of Dayton’s commitment to diversity, equity, and inclusion. The current investigation examined the faculty start-up negotiation process at the University of Dayton from the perspective of department chairs and new tenure-track faculty hires with an emphasis on gender differences in the initiation and outcomes of negotiations as well as potential underlying factors that may contribute to gender disparities.

Data collected from surveys and interviews indicated gender differences primarily in the initiation of negotiations ...

المساندة الاجتماعية وعلاقتها بالتفكير في الانتحار لدى طلبة الجامعات بمحافظة غزة, أسامة حمدونة أستاذ مشارك, محمد المصري أستاذ مساعد

Journal of Al-Azhar University – Gaza (Humanities)

الملخص:

هدفت الدراسة إلى معرفة العلاقة بين المساندة الاجتماعية والتفكير في الانتحار لدى طلبة الجامعات في محافظة غزة، وكذلك التعرف إلى مستوى المساندة الاجتماعية والتفكير الانتحاري، بجانب أن معرفة الفروق في مستوى المساندة الاجتماعية والتفكير الانتحاري تعزى لمتغيرات النوع الاجتماعي، والجامعة، وتم اعتماد المنهج الوصفي التحليلي، وتكونت العينة من (378). طالباً وطالبة من طلبة جامعة الأزهر – غزة، وجامعة القدس المفتوحة، وجامعة الأقصى – بغزة. ، وتم استخدام مقياسي: المساندة الاجتماعية إعداد (محمد المصري، 2019)، والتفكير الانتحاري. إعداد (محمد المصري، 2018)، وأوضحت نتائج الدراسة أن هناك علاقة ارتباط سلبية ذات دلالة إحصائية بين المساندة الاجتماعية والتفكير الانتحاري. وبلغ مستوى المساندة الاجتماعية 72٪؛ ومستوى ...

Giving A Listening Ear: Male Student Teachers’ Experiences And Perspectives Of Practicum Supervision, Keriffe R. Clark

The Qualitative Report

Exploring the minute number of male teachers within the classroom is certainly not a new discourse as teaching has increasingly become a feminised profession. Therefore, as male student teachers take on the challenge of becoming teachers, it is imperative that we listen to them as they recount their supervision experiences. These experiences are significantly influenced and impacted by teacher educators and cooperating teachers who are tasked with the responsibility to provide high quality and effective supervision, especially during teaching practicum. Additionally, acknowledging that to attain positive outcomes attached to student teaching experiences, Hunt et al. (2015) have reasoned that teaching ...

Future Directions Of Doctor Of Public Health Education In The United States: A Qualitative Study, Chulwoo Park, Gene Migliaccio, Mark Edberg, Seble Frehywot, Geralyn Johnson

Faculty Research, Scholarly, and Creative Activity

Background: The Doctor of Public Health (DrPH) degree is an advanced and terminal professional degree that prepares the future workforce to engage in public health research, teaching, practice, and leadership. The purpose of the present research was to discuss the desirable future direction and optimal education strategies for the DrPH degree in the United States.

Methods: A total of 28 Council on Education for Public Health (CEPH)-accredited DrPH programs in the United States was identified through the Association of Schools and Programs of Public Health (ASPPH) Academic Program Finder. Then, a qualitative analysis was conducted to obtain perspectives from ...

Leaning Into The Disposition Of Hope: Reflections From A Teacher Educator, Michelle C. Hughes Dr.

International Christian Community of Teacher Educators Journal

Teaching is multifaceted work that must foster safety, structure, comfort, and connection for K-12 students (Noddings,1984; Shotsberger & Freytag, 2020; Tomlinson, 2019). During the Covid-19 pandemic, a teacher's presence has necessitated fostering an even greater sense of stability and hope for and in K-12 students. With complex challenges such as teaching remotely and responding to students' mental health needs, pre-service and veteran teachers alike must cultivate hope in professional practice more than ever before. Hughes explores the disposition of hope, offering educators five practical suggestions to seek and share hope, use hope-filled language, find hope in community, and view times of ...

Teaching In A Global Society: Considerations For University-Based Educational Leadership, Penny L. Tenuto

Journal of Global Education and Research

Those who work in university-based programs are in a unique position to positively influence teaching, leading, and learning in the 21st century—whether in traditional face-to-face classrooms or online. To ensure culturally responsive practices, postsecondary faculty and administrators must be proactive about critically reflecting on their own professional praxes related to adult learning. This paper offers a mini-review of concepts derived from the literature for promoting inclusive postsecondary learning communities in a diverse and global society. This conceptually based paper blends current practices with traditional adult learning theories and includes considerations for those who work in university-based programs that prepare ...

Intrusive Academic Advising Student-Athletes At A Division Iii University, Robert Holmes

Dissertations

Abstract

There are many factors that affect the graduation of collegiate student-athletes. Factors include student-athlete characteristics, academic advising, engagement, and relationships. These factors affect student-athlete retention at the university. Student-athletes must navigate their academic and athletic success with assistance from academic advisors and other university support systems. The ability of the student-athlete and the academic advisor to communicate and cultivate a relationship that is built on regularly scheduled meetings, sharing of the student-athlete’s personal goals, suggestions for personal and professional improvement culminating in trust is paramount to the success of the student-athlete. This research focuses on the relationship between ...

An Evaluation Of One School's Reading Program To Support Struggling Readers Through The Use Of Data, Gabrielle Jones

Dissertations

ABSTRACT

The purpose of this study is to evaluate the efficacy of one school’s reading intervention program, and its impact on struggling readers reading performance. Participants in this study included administrators, Grades 3 through 5instructional staff that directly impact student learning in reading through reading instruction. I collected survey data and analyzed it to determine teachers’ ability to instruct struggling readers with high expectations for student learning. As a result, this evaluation exhibit teachers require more quality planning time to prepare effective reading intervention lessons that includes strategies attained from strategically designed professional development structured to increase students’ reading ...

Experiences That Support Persistence And Retention Of Latinx First-Generation College Students (Fgcs) At Community Colleges, Veronica Rios

Electronic Theses and Dissertations

The purpose of this instrumental case study was to describe experiences of successful Latinx first-generation college students that support persistence and retention toward graduation for Latinx first-generation college students at California community colleges. The study was framed using Tinto’s retention theory. Successful Latinx first-generation college students were defined as those who have attained graduation from a California community college. This study focused on Latinx first-generation college students not persisting toward graduation at California community colleges, a situation that extends to the national level. This case study included nine Latinx first-generation college students, and the researcher collected data through virtual ...

Onward And Upward: A Phenomenological Study Of School Leaders As They Prepare To Lead And Manage Change, Amy Elisabeth Love

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to explore the experiences of school leaders as they develop their capacity to lead and manage change. The central research question that guided this study is: What are the experiences of school leaders in Virginia as they develop their capacity to lead and manage change? The theoretical framework that guided this study was Mezirow’s theory of transformative learning as it applies to how school leaders incorporate new learning about how to lead and manage change with their own experiences and understandings. The design was a transcendental phenomenological study of school leaders ...

Teachers’ And Students’ Experiences Using Social Media As A Pedagogical Tool Within Classrooms: A Systematic Literature Review, Rozan Trad

Electronic Thesis and Dissertation Repository

This study is a systematic literature review (SLR) that intended to understand the reported views and experiences of teachers and students about using social media in elementary and secondary classrooms in existent literature. This SLR also explored the pertaining challenges in using social media in classroom settings and implications of using social media in education. A total of 40 articles were included for the SLR and thematic data analysis was implemented. Reported findings show that using social media in classrooms was positively and negatively perceived by teachers and students, where positive perceptions overweighed negative ones. Social media was viewed as ...

On Calling In And Becoming: Our Microaggression Story, Ashley N. Gibson, Brooke Blevins

Journal of Multicultural Affairs

This paper is a joint account of an experience with a microaggression between a doctoral candidate, Ashley, and her doctoral advisor Dr. Blevins in Baylor’s EdD Learning and Organizational Change program ( EdD LOC). The microaggression took place in a virtual learning setting during the COVID-19 pandemic. This story recounts the moment of the offense, how the harm was repaired, and what each felt and learned from the exchange. Ashley and Dr. Blevins partnered to share their perspectives, and both authors hope this paper will shed light on the topic of microaggressions, by raising awareness, cultivating dialogue on the topics ...

Faculty Perceptions Of Dyadic Advising Relationships, Power, And Cultural Consciousness On College Student Learning Outcomes, Hind Albana

Seton Hall University Dissertations and Theses (ETDs)

Abstract

Academic advising in institutions of higher education lack consistent assessment and evaluation of practices impairing the ability to define the role, objectives, and methods utilized. Over-reliance on student satisfaction surveys for evaluating advising reinforces this phenomenon. To break the cycle, this study used survey responses from a nationwide sample (N = 156) of faculty advisors from public and private 4-year colleges and universities to examine the relationship between and among the constructs of a working relationship, shared power, cultural consciousness, and student learning outcomes. The questionnaire instrument score produced a Cronbach's alpha of .927, illustrating substantially strong internal consistency ...

John Dewey’S Critique Of Scientific Dogmatism In Education And Implications For Supervision, Jeffrey Glanz

Journal of Educational Supervision

Drawing on Dewey's critique of the way educators, historically, have tried to promulgate definitive prescriptions for educational practice, this article examines implications of the use of science for supervisory practice and for the field of supervision as a whole. A content analysis of Dewey's The Sources of a Science of Education indicates the pervasiveness of the technocratic nature of teaching and supervision. Historical evidence is presented to indicate the degree and manner to which educators have tried to use science to justify inspectional and prescriptive practices of supervision. The significance of Dewey's work is in the realization ...

Understanding High School Assistant Principals’ Perspective Of Standardized Testing Policy For English Language Learners In Maryland, Jae Won Hwang

Seton Hall University Dissertations and Theses (ETDs)

Given federal and state mandates, school administrators in the United States are often held responsible for enacting standardized testing policies in their school settings. Standardized testing requirements apply for all students attending school including ELL (English Language Learner) students. However, a review of the literature finds that standardized testing for ELL students is problematic when schools interpret testing scores as some indication of content knowledge mastery. At the current time, content-area standardized testing policies and practices in public schools are not consistent with what we know about second language development. What is missing in the existing research is an examination ...