According to Inkelas et al. (2008), Living Learning Programs (LLPs) that are collaboratively led by academic affairs and student affairs units tend to have a significant impact on student learning, when compared to students who participate in LLPs that are operated by one unit (Inkelas et al., 2008). Despite evidence that co-authored LLPs are beneficial to enhancing the LLP student experience, there is little to no research that explores how administrators facilitate collaboration between the units used to co-author the LLP student experience. For this reason, the focus of this study was to explore how administrators facilitate collaboration between academic affairs and students affairs units in the context of LLPs. A sequential explanatory mixed methods approach revealed that collaboration between both units is facilitated through a series of four factors; (a) Mutually supportive relationships, (b) LLP coordinators, (c) collaborative networks and (d) mechanisms for collaboration. In addition, LLP administrators throughout the study demonstrated a high effort of collaboration on co-curricular programming and slightly less of an effort to collaborate on items related to curricular or judicial engagement of LLP students.

Physical therapy as an emerging profession is committed to establishing its identity and solidifying its role as a leader in health care. With expertise in human movement, wellness, and disease prevention, physical therapists possess invaluable knowledge and skill to influence public health and enhance patient recovery without increasing cost. Physical therapists have the opportunity to transform the delivery of public health services to meet current and future needs. A major challenge, however, is a dearth of leadership development in preparation programs. Because most physical therapists have not received formal education or explicit training in leadership, a problem of practice exists. This dissertation is a report of a mixed-methods action-research study that explores leadership development among aspiring and practicing physical therapists. It describes a series of professional development (PD) activities designed to foster transformational leadership and a community of practice among a group of clinicians in a privately-owned clinic in north Florida. Qualitative and quantitative data collection and analysis indicate positive changes were made in understanding transformational leadership, engagement in community service, relationship building among coworkers, communication, and community of practice after participation in the PD activities. Analysis of results also identified the need for continued relationship development, conflict resolution, and building strong teams. Because a paucity of literature related to leadership development in physical therapy exists, findings from this study may prove useful to the field. The results describe a feasible method of leadership development and sustainability of a community of practice to inspire transformative practitioners who lead in the clinic and the community.

In an effort to better understand retention, a survey was developed to ask students at a southern land-grant university how they communicate with each other. Communication Infrastructure Theory (CIT) was previously used to identify communication networks in urban neighborhoods. My thesis adapted this theory and networks to identify the strength of three communication techniques of college students and how it effects a student’s sense of belonging which can impact that student’s intent to stay in school.

Culture is studied across many different disciplines and is viewed as a topic of great and valuable interest within research. Agricultural education has come to recognize the value of embracing a multicultural attitude and the need for recruitment of culturally diverse individuals. While definitions of culture can vary from individual to individual, understanding the degree which a topic has been researched within a discipline is necessary in order to know what direction future research should take. Therefore, this study presents the findings of research on culture within the Journal of Agricultural Education from 1960-2015. This study’s findings indicate that culture, as defined as a way of life that outlines how an individual acts, perceives, and believes, has been researched on a very limited basis within the Journal of Agricultural Education. However, findings also indicate that many tenets of culture have been researched and include diversity, multicultural education, inclusion, and teacher preparation. These findings lead to recommendations to expand the research within the topic of culture to include social aspects of culture and youth cultures.

Throughout the post-modern or post-professional age (2000-present), high stakes testing and accountability of public schools forced educational organizations to improve their professional practices to work collaboratively (Little, 2003). As a result, professional learning communities (PLCs) have been found to improve student learning among educational organizations (DuFour, 2007; Hord, 2004). During the past 20 years, a significant amount of research has been conducted, which describes PLCs in the educational settings (Vescio, Ross, & Adams, 2008) Researchers note a lack of empirical research which focuses on teacher and principal perceptions of PLCs (Hord & Sommers, 2008). The central focus of this study is to better understand teacher and principal perceptions of the five dimensions of professional learning communities (PLCs) as identified by Hord through reporting data collected using the Professional Learning Community Assessment- Revised (PLCA-R). This study seeks to report teacher and principal perceptions of PLCs to identify specific practices that are most common in Kentucky schools. Findings suggest teacher and principal perceptions differ regarding the five dimensions of PLCs as described by Hord. Findings also suggest that both teachers and principals agree that all five dimensions exist including: Shared and Supportive Leadership, Shared Values and Vision, Collective Learning and Application, Shared Personal Practice, Supportive Conditions – Relationships, and Supportive Conditions- Structures. However, principal perceptions reflect that PLC practices were more common than teachers reported.

Citizens within the United States of America (USA) and the Commonwealth of Kentucky exhibit indicators of lessened health status in a variety of areas. Many chronic diseases and conditions are due to individual lifestyle behaviors, which can be modified through the implementation of dedicated health and wellness programming. Such programs, often housed within institutions of higher education, have the ability to impact many individuals including students, faculty, staff, and community members. This dissertation is a report of a mixed-methods study that begins to explore how state-supported postsecondary institutions may be able to impact individual behavior and thus, resulting health outcomes. This relationship is not only beneficial for the targeted individuals but also for the institutions, which may experience heightened success and sustainability. This research employs both quantitative and qualitative methods to gain an understanding of the current level of influence of state-supported postsecondary education in Kentucky on the health of its citizenship. Those working in various on-campus health and wellness departments at the University of Kentucky, University of Louisville, and Eastern Kentucky University were surveyed. Next, key leaders at each university involved with these programming efforts were interviewed along with Kentucky Council on Postsecondary Education officials, to gain an understanding of the leadership perspectives surrounding this issue. Finally, site visits at each university were completed to elicit knowledge regarding campus environments and how supportive they are in positively influencing individual health and wellbeing. It is possible that with more extensive findings across the Commonwealth of Kentucky and across the USA, a greater rationale can be made for institutional and state-wide leadership support of health and wellness programming efforts on college campuses. Resulting outcomes have great potential to be both robust and reciprocal to the university and its community members.

Linda Darling-Hammond (1997) states that the classroom teacher is the most influential variable influencing student achievement outside of the child’s home environment. Many studies have attempted to identify the specific attributes of teachers who are more effective than others. During the last decade, research has shown that teachers who work to develop relationships, while delivering relevant and rigorous instruction, demonstrate greater student achievement. Additional studies from the world of business tell us that those individuals with increased levels of emotional intelligence are better leaders, managers and salespersons, and are more frequently hired into those positions by large corporations. They are more likely to get along with peers, be promoted and demonstrate success when working with others. A similar relationship may exist in the field of education between teachers who exhibit increased levels of emotional and student academic achievement. This pilot study investigated possible relationships between the academic performance of sixth grade math students and the emotional intelligence of their corresponding teachers through the use of descriptive statistics. Although no significant findings were established, the data provide a useful starting point for future queries into this construct.

Schools have a responsibility to prepare students for the 21st century because the global economy demands a workforce that can adapt to a constantly changing and increasingly complex environment. High-stakes accountability for student learning is the United States’ strategy to ensure that schools adequately prepare students. This high-stakes environment requires school leaders to make curricular and instructional decisions intended to simply prepare students for tests. Yielding to the pressure to perform on tests often neglects students’ opportunities to think critically or engage in complex problem solving, which are both important skills for today’s workplace. Some school and district leaders do not succumb to a narrow curriculum nor do they dictate tight instructional practices in response to high-stakes tests. They realize that they must adapt to external pressures while also preparing students for the challenges they will face. These schools and districts rely on organizational learning to identify problems and develop solutions. All members of the organization engage in a cycle of error detection and correction as a means to better navigate a complex and changing environment. This kind of school and school district work environment requires that the superintendent and principals lead in a way that fosters organizational learning. This case study uncovers the relationship characteristics between three former superintendents and five principals in a central Kentucky school district that fosters organizational learning. The study of this district found that key components of these relationships were (a) decisions based on what is best for kids, (b) a reliance on continuous professional learning, (c) a desire to constantly challenge the status quo, and (d) a genuine respect for each other personally and professionally.

Political engagement has an established body of research. However, one key area that has not been investigated in the field is the relationship between political engagement and type of community lived in. This study explores this relationship between type of community, past political engagement, perceptions of community leaders, attitude about political engagement, and socieodemographic characteristics. A conceptual model was developed based on existing literature. Utilizing a statewide survey conducted in 2009 that yielded 1,154 respondents with a response rate of 30.2% was used to explore these relationships. Using statistical procedures that test correlation were utilized to investigate the relationship between the key study variables. In addition, a regression model was created to be able to predict an individual’s political engagement. The result concluded that type of community does not significantly play a role in determining an individual’s political engagement. However other insights were revealed that showcase the complexity of political engagement and raise other questions about the role an individual’s attitude towards political engagement, and perception of community leaders affects their political engagement.

Agricultural Education has been informed by four major areas including agricultural education (teaching and learning), educational policy, agricultural policy (industry collaboration) and research. Historically agriculture teachers have been removed from the policy process affecting their profession in these four areas (Thompson, 1963). A review of historical literature suggests that only twice have teachers been involved in the policy process. The purpose of this study was to examine the involvement levels of stakeholders in agricultural education across the state of Kentucky. Specifically, examining the emotional appraisal of specific issues in agricultural education and if the emotions of stakeholders influence their involvement in these issues (Sherer, 2005). The researcher found that the involvement level of stakeholders in Kentucky was consistent with the historical research suggesting that stakeholders including teachers are not actively engaged in policy affecting their profession. The researcher also found that stakeholders that appraised a specific issue with a joyous emotion (contentment) became more involved in a local agricultural education program than those apprehensive about the same issues. Recommendations for the profession and specific stakeholder groups have been provided by the researcher to attempt to engage stakeholders in the polices that affect their classroom and profession.