Master of Science / Department of Counseling and Educational Psychology / Doris J. Carroll / Diversity in higher education plays an important role in students’ perspectives on their college experiences. For students looking for an institution that has a diverse living and learning environment, it is important that students can find information related to diversity. This report highlighted dimensions of diversity as communicated through mission and diversity statements from institutions in the Big 12 Conference. The Big 12 Conference institutions include Baylor University, Iowa State University, Kansas State University, Oklahoma State University, Texas A&M University, Texas Tech University, University of Colorado – Boulder, University of Kansas – Lawrence, University of Missouri, University of Nebraska, University of Oklahoma, and the University of Texas. The institutions’ mission and/or diversity statements were evaluated using the four dimension of diversity: access and success, climate and intergroup relations, education and scholarship, and institutional viability and vitality. The results of this report alert students, faculty, and staff, as well as the institution, about the aspects of diversity being developed at their institution and in which dimensions they need further development.

A variety of policies originating from Ontario’s Ministry of Education make it clear that education reform requires that teachers reflect on their practice. Despite this, there is little evidence of a common understanding of just what reflection would look like in teacher practice.This means that Initial Teacher Education programs face ambiguous challenges both in producing teachers who can reflect on practice in order to participate in school reform and in matching program goals regarding reflection to admissions requirements. This study investigated the understanding and evaluation of reflection in an Initial Teacher Education program through interviews with 15 instructors and field partners who had evaluated applicants’ written evidence of reflection. Differences among participants were evident in the understanding of reflection;however, the overriding theme of conscious attention to and engagement with experience as a vehicle for change was consistent with current literature. Differences in the evaluation of profiles were based on perceptions of how well applicants met the criterion of specificity, which was emphasized in the rubric; what role their judgement should take in evaluation decisions and the knowledge base on which those decisions were made. Participants described an organizational context in their Initial Teacher Education Program in which reflection was encouraged but not formalized or defined in any consistent way, and described opportunities for reflection that resembled informal communities of practice. They articulated some significant dilemmas in the fair evaluation of reflection that were similar to the challenges of school administrators evaluating the reflection required of teachers. The results of the study have implications for admissions policies as well as for creating a culture of reflection and inquiry in an Initial Teacher Education Program or school.

This research responds to the problem of minority teacher under-representation within North America’s increasingly diverse urban school systems. It weaves together what is known about educational equity, teacher education admission policy, and policy implementation to explore the research question, “How did equity-based admission policy shape candidate diversification in an urban Canadian teacher education program?” The conceptual framework grounds this study within organizational culture and describes how culture both shapes and is shaped by interactions between structure and agency. The conceptual question asks, “How did institutional norms and individual will work to support or constrain equitable candidate diversification?” Data collection occurred during private interviews with members of three organizational groups: Policymakers, policy implementers, and policy beneficiaries. Policymakers were senior administrators with several years’ experience in their respective positions. Policy implementers were admission personnel, ad hoc faculty, and field-based educators. The policy beneficiaries were candidates who self-identified as future French and Physics teachers, and as members of Aboriginal, Disabled, Gendered/Invisible, and Racialized/Visible minorities. Data analysis was an iterative process of applying demographic, thematic, and editorial coding to the interview transcripts. Discussion highlighted several themes that shaped the admission process: External admission policy context, Faculty of Education Equity Policy, admission policy instrumentation, qualification precedence and weighting, academic qualifications, non-academic identity-based and experience-based qualifications, admission policy gaps, and last-minute Policy disclosure. It also addressed admission personnel recruitment, training, and performance during candidate personal information form assessment. Significant findings emerged in the areas of preservice program partnerships, candidate support services, qualification transparency, labeling of identity-based candidate characteristics, and admission personnel training. Research applicability extends to consecutive and concurrent teacher education programs, other tertiary professional licensing programs, and multi-site qualitative research projects. Recommendations for policy and practice target teacher education admission, policy implementation, and equity policy development.

This qualitative study investigates how the views of student leaders (and some of their staff advisors) illuminate the discussion in the broader literature around issues of student leadership, conflict, diversity and social justice in secondary schools. Eighteen one-hour, semi-structured interviews were conducted with twelve student leaders and six teachers from six provinces across Canada. This study contributes to educational research by considering the ways student leaders (rather than adult administrators) can impact social justice. While students envision their leadership role in terms of social justice with the goals of inclusion and societal change in mind, the present schooling structure, established expectations and strategies chosen for initiatives often hinder the realization of such a role. Schools also seem to avoid local controversial issues by encouraging student leaders to focus on international concerns. This study explores opportunities for schools to address equity issues through reconceptualizing student leadership and its goals.

Master of Science / Department of Special Education, Counseling and Student Affairs / Christy Craft / Abstract Intrusive advising is a concept that developed in the 1970s as a method of working with at-risk students by identifying challenges they faced and solutions to overcome them (Backhus, 1989). Intrusive contacts are those that make early, unsolicited contact with students in the hopes of identifying and resolving academic and social obstacles that would prevent persistence (Frost, 1991). This proactive approach has been experiencing revitalization in the current economic times due to declining funds and changing governmental funding models that would fund higher education on the basis of graduation rather than enrollment. Because 44 percent of first year students do not persist to their second year, this type of governmental funding model has profound implications for administrators (Bushong, 2009). I propose that administrators consider restructuring residence hall personnel responsibilities to include intrusive contacts in an effort to address retention issues. While residence hall personnel will not have the responsibility of scheduling classes, they can begin identifying and addressing issues earlier in the semester. This paper identifies several institutions that currently implement intrusive contacts in their residence halls and the benefits of doing so. These schools have indicated an increase in their students’ grades, commitment and persistence, and overall satisfaction since implementing intrusive contacts (B. Silliman, personal communication, November 1, 2012). The findings also revealed that residence halls with effective intrusive contacts involve collaborative efforts between student affairs personnel and faculty members, engage students in building rapport with staff early in their first semester, and focus on developing students holistically. This report provides a summary of best practices and strategies for implementing these contacts.

Doctor of Education / Department of Educational Leadership / Robert Shoop / Many school leaders do not understand their rights and responsibilities to facilitate social media use by their staff in P-12 education. This dissertation was designed to research, develop, and validate a resource guide school leaders can use to facilitate social media use by school staff. Research, Development, and Validation of a School Leader’s Resource Guide for the Facilitation of Social Media Use by School Staff was developed using the research and development (R & D) methodology by Gall, Borg, and Gall (2003) and Dick and Carey (2009). The seven steps in the R & D cycle included: (1) research analysis, needs assessment, and proof of concept; (2) product planning and design; (3) preliminary product development; (4) preliminary field testing; (5) product revision; (6) main field testing; and (7) the final product revision (Gall, Borg & Gall, 2003). An analysis of the literature, needs assessment questionnaire, and proof of concept results provided information used to develop the resource guide design. This initial design was then evaluated by preliminary field testers (social media experts) using a Likert scale and open-ended questions to provide feedback. Revisions were prepared based on their responses. A main field test was then conducted with additional social media experts. Final revisions were made based on this feedback. Major conclusions of this study included the following: (1) school leaders need more resources to understand their rights and responsibilities concerning social media use by staff; (2) this resource guide for school leaders should include legal information, case studies, and vocabulary used in the social media world; (3) and the R & D process produced a resource guide school leaders can use to understand their rights and responsibilities concerning social media use by staff. The resource guide’s information includes (1) background on social media, (2) legal aspects of social media use by staff, (3) social media promising practices, (4) digital citizenship, (5) emergence of issues and challenges in social media, and (5) how employers can avoid adverse employment actions. The focus of the resource guide is school leaders must understand their rights and responsibilities in guiding social media use by staff members.

Doctor of Philosophy / Department of Special Education, Counseling, & Student Affairs / Kenneth Hughey / This qualitative study explored the college transition experience of eight first-year students with Attention Deficit Hyperactivity Disorder at a midwestern research university. Using a three-interview-series model, students participated in structured interviews designed to explore their backgrounds, discuss their current experiences on campus, and discover what they have learned from their college transition experiences. The findings reveal that these students with ADHD did not adequately plan their college transitions, relied heavily on family for assistance with their transition and medical treatment, did not utilize many campus resources available to them, and lacked strategies to manage their ADHD symptoms. Additionally, they found the process of becoming college students to be stressful due to the many responsibilities inherent in the role. Findings also indicate that students relied on medication to perform academically in college; however, they lacked knowledge of medication and treatment options. The results contribute to research addressing individuals with ADHD across the lifespan, particularly in college, as well as research of college students and college environments. Recommendations for practice and future research are discussed.

The term ‘knowledge mobilization intermediary’ (KMI) is used to describe third party organizations whose role between research producers and users is a catalyst for knowledge mobilization (KM) - targeted, systematic efforts to increase connections between research, policy and practice in public services. This study analyzes 44 Canadian KMIs in education exploring types (governmental, not-for-profit, for profit, and membership), organizational features (mission, scope, target audience, size, resources, membership composition) and processes (message, strategies, functions, dissemination mechanisms). This study maps the landscape of research mediation in education and reports on these findings using a multiple-paper format. The introductory chapter sets the stage for the papers by providing the background of the study and introducing the concept of knowledge mobilization. The first conceptual paper provides a typology of KMIs and a framework of knowledge brokering characteristics with seven elements (mission, resources, staff roles, political affiliation, autonomy, message, and linkages). The second paper reports on an approach to measuring and comparing KM efforts of diverse organizations using a common matrix of elements arising from the research utilization literature: KM strategies (products, events and networks) and KM indicators as they relate to strategies (different types, ease of use, accessibility, focus of audience and so on). The third paper outlines what KMIs exist in Canada, their organizational features, and reports on their activities, ultimately providing a typology of brokering strategies utilized in research mediation and a framework of eight major brokering functions used to increase research use and its impact: awareness, accessibility, engagement, capacity building, implementation support, facilitating linkages and partnerships, policy influence and organizational development. The fourth paper presents empirical findings of online practices of KMIs such as blogging and microblogging, social networking, social bookmarking, multimedia, share buttons on websites, and RSS feeds. Overall, use of social media is not pervasive and, when it is used, the content is often not research-based. The concluding chapter synthesizes the findings in relation to each research question, summarizes the implications arising from each paper, and makes recommendations for research producers, users and intermediaries across public service sectors.

This qualitative study investigates the relationship between the principal MentorCoach and the principal Mentee in terms of the learning that is taking place between these two individuals. This study addresses a gap in the Mentoring/Coaching literature as little is known about how the professional knowledge of participants is influenced through participation in educational leadership Mentoring/Coaching programs. This study also links to current interest in knowledge mobilization and the interaction between research and practitioner knowledge. In broad terms, the research will investigate what kind of knowledge is being incorporated in principal MentoringCoaching relationships in the programs sampled. With its deeper analysis of the knowledge and learning strategies that are being used in the MentoringCoaching experience, this research is of particular interest to future participating administrators and school districts developing MentoringCoaching programs as a vehicle for supporting and enriching the experience of new principals as school leaders.

This qualitative study investigates the relationship between the principal MentorCoach and the principal Mentee in terms of the learning that is taking place between these two individuals. This study addresses a gap in the Mentoring/Coaching literature as little is known about how the professional knowledge of participants is influenced through participation in educational leadership Mentoring/Coaching programs. This study also links to current interest in knowledge mobilization and the interaction between research and practitioner knowledge. In broad terms, the research will investigate what kind of knowledge is being incorporated in principal MentoringCoaching relationships in the programs sampled. With its deeper analysis of the knowledge and learning strategies that are being used in the MentoringCoaching experience, this research is of particular interest to future participating administrators and school districts developing MentoringCoaching programs as a vehicle for supporting and enriching the experience of new principals as school leaders.