Education Commons^™

Facultas Marginem: Assessing Disability Data And Public Aau Universities’ Affirmative Action Plans For Systemic Barriers Facing Faculty With Disabilities, Joseph Carlton Barry

Theses and Dissertations--Education Sciences

This dissertation contributes to education equity scholarship produced by academics seeking to develop understandings of disability, Persons with Disabilities (PWD), and how both are situated amongst faculty in institutions of higher education. As such, this dissertation centers on a study of public US universities belonging to the Association of American Universities (AAU). This study looks for institutional level associations between respective rates by which college and university faculty with disabilities (FWD) are employed, certain aspects of disability policy drawn from each institution’s 2020 Affirmative Action Plans (AAP), and various other instances of empirical disability data (EDD).

While this study contributes …

Catalyzing Change In Higher Education: Social Capital And Network Leadership In The Competency-Based Education Network, Bruce William Haupt Jr.

Theses and Dissertations--Education Sciences

Collaborative inter-organizational networks can be effective at catalyzing and supporting the generation and diffusion of new models and practices. With shared purpose, structure, and resources, network organizations can facilitate knowledge exchange and the growth of inter-organizational relationships. In this study, I sought to better understand how network organizations influence social capital and the spread of innovative practices. Of particular interest were the roles of national network and sub-national network organizations (sub-networks), and the interactive learning processes of network newcomers. I focused on the diverse array of colleges and universities involved in the Competency-Based Education Network (C-BEN), and their efforts to …

The Sound Of Leadership: The Self-Leadership Strategies Of Local Activist Musicians, John Hill

Theses and Dissertations--Education Sciences

Within this dissertation I focused on the examination of local activist musicians’ self-leadership strategies and the method in which they lead social change movements. Additionally, I sought to increase the understanding of charismatic leadership, self-leadership strategies of local activist musicians, and the method in which local activist musicians lead social movements. To my knowledge, no published studies have explored local activist musicians’ self-leadership strategies. Therefore, this study is significant because I (a) explored a term which lacks a unifying definition, charismatic leadership, (b) provided theoretical foundations for activist musicians and social change, and (c) explored the self-leadership strategies of …

Assessing The Model Fit Of Multidimensional Item Response Theory Models With Polytomous Responses Using Limited-Information Statistics, Caihong Rosina Li

Theses and Dissertations--Education Sciences

Under item response theory, three types of limited information goodness-of-fit test statistics – M₂, M_ord, and C₂ – have been proposed to assess model-data fit when data are sparse. However, the evaluation of the performance of these GOF statistics under multidimensional item response theory (MIRT) models with polytomous data is limited. The current study showed that M₂ and C₂ were well-calibrated under true model conditions and were powerful under misspecified model conditions. M_ord were not well-calibrated when the number of response categories was more than three. RMSEA₂ and RMSEA_C2 are …

Speaking Their Truth: Black Women's Perspectives On Executive-Level Administration In Higher Education, Tanja N. Bibbs

Theses and Dissertations--Education Sciences

While Black women have etched a place for themselves as leaders within colleges and universities, few have advanced to the most senior levels of postsecondary administration and they remain underrepresented in those type of roles (Gamble & Turner, 2015; Jackson & Harris, 2007; West, 2015). Scholarly research has explored Black women’s experiences as institutional leaders (Davis & Maldonado, 2015; Smith & Crawford, 2007; Waring, 2003); yet the phenomenon of executive-level higher education administration, specifically as it relates to Black women’s perspectives, is not well known (Enke, 2014; Jean-Marie, Williams, & Sherman, 2009). Moreover, research that directs attention to Black women’s …