Patient safety (i.e., the degree to which patients are free from accidental injury) has received a great deal of media coverage during the past few years. Professional and regulatory agencies have indicated that patient safety education should be provided to healthcare workers to improve health outcomes. The primary purpose of this exploratory study was to gain a better understanding of the current status of patient safety awareness among pre-licensure nursing students. To this end, six research questions guided the study: 1. Will interpretable item constructs be identified when responses to the Healthcare Professional Patient Safety Assessment Curriculum Survey (HPPSACS) are intercorrelated and factor analyzed using R-technique exploratory factor analysis? 2. Will responses to items on the HPPSACS yield scores that are intemally consistent as indicated by alpha reliability coefficients? 3. What are the perceptions of nursing students about their awareness, skills, and attitudes regarding patient safety? 4. (a) To what extent is there a relationship between the demographic variables of age and gender and nursing students' perceptions of their patient safety awareness, skills, and attitudes? (b) To what extent is there a relationship between the demographic variable of race/ethnicity and nursing students' perceptions of their patient safety awareness, skills, and attitudes? 5. To what extent is there a relationship between the type of collegiate nursing program and nursing students' perceptions of their patient safety awareness, skills, and attitudes? 6. To what extent are there discernable program curriculum and instructional methodologies that have been traditionally associated with more positive nursing student perceptions of awareness, skills, and attitudes regarding patient safety? Phase I was a pilot test for reliability and construct validity for the HPPSACS. Data were factor analyzed to determine factor constructs for the purpose of identifying the key themes accounting for the variation in response across 23 survey items. Three factors with themes that were found to relate to perceptions of patient safety among a scholarly professional group of nurses were identified as comfort, error reporting, and denial. Findings in Phase II of the study indicated that there were four identifiable constructs with the study data: the themes of comfort, error reporting, denial, and culture. Older male participants had higher comfort subscale scores and lower culture subscales scores than did younger female participants. The Asian American participants were clearly distinguished from the combined set of African American and Hispanic participants on the denial and culture scores. The "other" ethnic identity was clearly distinguished from the combined set of Caucasian and Hispanic participants on the comfort and error reporting scores. The associate nursing degree programs were clearly distinguished from the combined set of the accelerated and traditional nursing degree programs. Findings in Phase III of the study indicated that all seven of the participating nursing schools included at least three of the Institute of Medicine's six core competencies, with one school exhibiting all of the core competencies.

Case study research on enterprise systems in higher education organizations has shown that the challenges associated with implementing enterprise systems in higher education occur when unique organizational characteristics found in universities do not align with the standard characteristics built into the software programs. Based on such findings, the purpose of this study was to further explore the interaction between higher education organizations and enterprise systems during Enterprise Resource Planning (ERP) implementations in order to gain insight into the effects of ERP implementations in higher education. Through the theoretical lens of actor-network theory, the purposes of this comparative case study at three universities were to identify (a) how higher education organizations re-structured to the standards of the enterprise software, (b) how ERP software was customized in order to adapt to the characteristics of higher education organizations, and (c) how the enterprise software and higher education organizations interacted and translated into a unique identity as a result of ERP implementation. The data for the study were collected through semi-structured interviews and institutional artifacts at three universities which were commonly bound by similar institutional characteristics and the same enterprise software. Further, the study was limited to the examination of the interaction between individuals associated with the registrars' offices at the three institutions and the student module found in each instance of the software. The data revealed that, while the institutions did not organizationally restructure or make policy changes in order to adapt their institutions with the infrastructure of the software, the registrars' offices made many reactionary changes in their business processes, procedures, and nature of work as a result of the enterprise system implementation. The data also revealed that the software customizations, developed to account for unique statutory requirements, caused overwhelming implementation challenges during the enterprise software implementation and post-implementation phases.

The intent of this study was to examine the leadership behaviors and learning strategies of Successful Small Business Leaders (SSBLs) in Northeast Florida. Information gathered during this study may help current and future small business owners develop, maintain, and make their organizations more productive through the use of the learning strategies and leadership behaviors employed by SSBLs. Through a two-prong approach, the study examined both leadership and learning. The study addressed the following two questions: 1) What learning strategies are used most by successful small business leaders? and 2) What leadership behaviors are exhibited most by successful small business leaders? The Delphi method was selected as the research approach for this study because it provides the most flexible approach to seeking the perspective of SSBLs. The Delphi method uses a group of experts who anonymously discuss and respond to the research issue. A two-phase Delphi study design utilized both participant surveys and interviews. An analysis of the data collected during Phase 1, or the survey phase, identified seven leadership behaviors and six learning strategies. Examination of the seven leadership behaviors and six learning strategies by the participants demonstrated agreement among the behaviors and strategies identified. However, participants did not reach an agreement in the ranking of the leadership behaviors or learning strategies. The study contributes to the research of leadership behaviors and learning strategies of leaders as the focus was solely on those in a small business setting. The best practices and other data discovered during this Delphi study on small business may be used to better define and understand the characteristics of SSBLs.

The job of the local school superintendent is one of the most difficult chief executive undertakings in America today. Of the nation’s roughly 14,000 traditional public school superintendents, a mere 1,984 are women, according to the U. S. Department of Education. Yet, nationally over 75% of all K-12 educators are women. The purpose of this explorative quantitative study is to analyze the demographic profiles of public school districts in four of the nation’s largest states – California, Michigan, New York, and Texas - to see if there is a pattern of district types and sizes that women lead. Then the study will compare those districts that women lead to those that men lead. The districts were identified using the following variables: locale of districts, the size of the districts, diversity of student population, and poverty level. Looking through the lens of Bourdieu’s social reproduction theory, this study sought to show that resources and institutions are reproduced, or passed on, to those sharing similar social capital. Chi-square with cross-tabulations was conducted to determine if certain district characteristics would allow one to infer the gender of the superintendent leading that district. Additionally, a binominal logistic regression was used to see if there was a relationship between the district types and the gender of the superintendent. The results of the study identified that there was no relationship between the locales of the districts and the gender of the superintendents, but female superintendents were more prevalent in smaller districts with high diversity and high poverty.

ABSTRACT SECONDARY-SCHOOL PRINCIPALS’ PERCEPTIONS OF THEIR ROLE IN THE RETENTION OF NOVICE TEACHERS Theresa J. Coker Secondary schools in the U.S. face instructional challenges due in part to novice teacher turnover. Research indicates that new teachers remain in the profession due to: supportive principal leadership, an orderly school environment, classroom autonomy, and significant professional development (Grissom, 2008). The purpose of this study was to understand how secondary-school principals perceived their role in novice teachers’ professional development and retention. Qualitative research using in-depth, semi-structured interviews included 15 secondary-school administrators from an urban district in the southeast United States. Data analysis used Eisner’s (1998) four-part approach to educational criticism—description, interpretation, evaluation, and thematics—supported by Hatch’s (2002) typological analysis. Four typologies organized description and interpretation: principals’ early experiences as educators; principals’ perceptions of the recruitment process; principals’ view of the process of professional development; and life and duties of principals. The thematics dimension of educational criticism indicated that principals’ lack of time led to their delegating leadership tasks to other staff regarding novice teachers’ professional development. Their descriptions of their interactions with novice teachers reflected a transactional leadership style and an approach of “leading from the middle” (Bolman & Gallos, 2011) to respond to both demands from above and needs at the school level. Further, these principals perceived all teachers new to their schools as novice, whether experienced or inexperienced. Implications include considering transformational leadership when working with novice teachers and clarifying hiring and retention responsibilities regarding novice teachers. Such communication among all parties would support novice teachers’ development and commitment to the profession. Further research might focus on observing the interactions of both administrators and faculty with novice teachers to understand the complexity of the process of their professional development.

Questions explored in this study were: (a) Is learner centeredness related to teacher role stress and/or career commitment; (b) If so, can learner centeredness explain variance in teachers' role stress and/or career commitment; (c) Is the discrepancy between teacher and student perceptions of teacher practices related to teacher role stress and/or career commitment; and (d) if so, can this discrepancy explain variance in teachers' role stress and/or career commitment? The current need to provide every child with qualified and committed teachers in the face of a growing, national teacher shortage supported the significance of the research. The study was based on open systems theory (Thompson, 1996). An open system consists of inputs, process, and outputs, as well as feedback loops connecting these three components. All systems adjust to changes in their search for equilibrium (Katz & Kahn, 1966; Thompson, 1996). The xiii changes inherent in the shift toward learner centeredness can be expected to disrupt role expectations and lead to role stress for teachers (Connor, 1992; Fullan, 1991). A related construct, career commitment, is critical to sustaining teachers through the stresses of change (Firestone & Pennell, 1993). Middle school teachers (N = 318) in three northeast Florida counties completed four surveys that measured their learner centeredness, role stress, career commitment, and demographic background. In addition, 60% of the sample (N = 192) had one class complete a survey about teacher practices. A total of 4,539 students completed this survey. Findings from Pearson product-moment correlations suggested that teachers who were more learner centered in their beliefs and practices experienced less role stress (role insufficiency, role ambiguity, and role boundary) and higher levels of career commitment (career identity, career resilience, and career planning) than teachers who were less learner centered. With strength~ of relationships ranging from low to moderate, it appears that learner centeredness offers measurable benefits to teachers. In addition, findings from stepwise multiple regression suggested that learner-centeredness was a predictor of role stress and career commitment in teachers. The variance that was explained by learner-centered beliefs and practices ranged from 19% to 25% for role stress (role insufficiency, role ambiguity, and role boundary) and career commitment (career identity, career resilience, and career planning). Thus, teachers may be able to influence some of their own role stress and commitment to the profession through their beliefs and practices. Using Pearson product-moment correlations, a low relationship was found between the discrepancy between teacher and student perceptions of xiv teacher practices and two dimensions of role stress, role ambiguity and role boundary. In addition, discrepancy was related to career commitment: The relationship to career identity was negative but low, while the relationship to career planning was negative but moderate. Finally, results of multiple regression indicated slight predictive value of discrepancy for role stress and career commitment. The variance that was explained by discrepancy ranged from 3% to 11% for role stress (role boundary and role ambiguity) and career commitment (career identity and career planning). An open systems model was developed to show the influence of learner-centered beliefs, practices, and discrepancy on teachers' role stress and career commitment. Tentative suggestions for practice, as well as recommendations for further study, concluded the dissertation. Focus was placed on the need for continued research of the complex issues that impact teachers' resilience.

This qualitative study was conducted to elucidate the current understandings about what is known about the African American pathway from seemingly oppressive beginnings to educational leadership positions. It was an investigation of five African American male leaders from Jacksonville, Florida, and their individual and collective perceptions on what enabled them to educationally succeed despite their humble beginnings. The study explored the similarities, differences, and historical experiences of all five of the African American male leaders purposefully chosen for this research. Two categories or types of themes were identified in this study, common background themes and common outcome themes. Six themes were common background themes and functioned as major influencers and motivators which are discussed at length in the findings. They included: family, neighborhoods, public school, spirituality, racial experiences, and heroes and mentors. The two common outcome themes, career and leadership,resulted from the influences of the other six common background themes. Three patterns emerged: discipline, work ethic, and ethic of caring, and could be seen in all eight of the themes in this study. All the themes and the patterns combined joined to develop the two major constructs identified in the study - racial identity and resistance. Conclusions were drawn from the research findings to identify factors that contributed to the racial identities of these once segregated African Americans, and what enabled and motivated them to achieve academic success. These conclusions focused on the family, neighbors, and schooling experiences of five African American male leaders and highlighted the importance of (a) role models, (b) being goal setters, (c) having high expectations, (d) believing in the importance of education, (e) possessing positive attitudes and high self-esteems, (f) being resistant, (g) being disciplined, (h) having a strong work ethic, and (i) living with a spiritual awareness. All the above attributes and influences were seen in this paper as resistance builders and the very foundation for the African American identities that emerged and became educational leaders in the Duval County school system. PALMM.

The purpose of this study was to understand the perceptions of first-generation college students of color in a predominantly White institution (PWI) who successfully completed the first two years of college. This qualitative research utilized semi-structured interviews to understand the perceptions of first-generation college students of color and how they viewed their secondary and post-secondary experiences. The conceptual framework was supported through the literature by analyzing the intersectionality of historical factors, socioeconomic status, critical race theory, and educational programs. Although these students of color faced the anxieties, confusion, and difficulties that all college students encounter when they transition to college, their challenges are heightened when coupled with other factors such as lower levels of college readiness, living in high crime communities, a lack of financial resources, a lack of family support, and limited knowledge pertaining to postsecondary education (Brown, 2008; Pascarella, et al. 2003; Strayhorn, 2006). Such factors create unique challenges for first-generation students of color, resulting in disparate academic achievement (Strayhorn). Participants in this study were selected using a criterion-based selection process. This study aimed to give voice to 12 students who self-identified as first-generation students of color, were classified as juniors attending the University of North Florida, and who were a part of the Jacksonville Commitment program. The Jacksonville Commitment program was selected for further study because the program provided students with wrap-around services that supported first-generation students’ persistence and social and academic development. Eisner’s (1998) educational criticism was the primary data analysis approach used in this study, supported by Hatch’s (2002) typological and interpretive analysis. Typological analysis divided the overall data set into categories or typologies. The four typologies identified in this study were: family relationships, socioeconomic status, resilience, and college retention and persistence. Interpretive analysis was used to extrapolate meaning and attach significance to the data. Thematics was used it identify recurring messages within the data (Eisner, 1998; Patton, 2002). Data analysis of the present study led to the development of three themes: (a) Students perceived that they persisted in college as a result of being exposed to a rigorous K-12 curriculum; (b) Students perceived that they persisted in college due to their support network; (c) Previous academic experiences contributed to the development of student self-efficacy. Students in this study challenged the deficit model which suggests that students without resources will not achieve. Instead, they were more aligned with the asset model that connects student success with the positive attributes that they possessed. The major implication from this study is that first-generation students of color have a greater chance of academic success if provided focused supports and academic preparation in primary and secondary schools to prepare them for the collegiate culture.

Students taking courses in developmental mathematics do so in one of three modalities - some take the classes face-to-face in a classroom with a professor who is physically present, others take the classes in what is known as a blended or hybrid mode in which the professor uses a combination of classroom and online time to teach the course, and another group takes the classes completely online. Increasingly, a growing number of students are taking these courses in a hybrid mode or completely online, and this phenomenon is causing educators to redesign their programs, offering more courses in these two modalities. However, some program leaders do so without any data about the achievement and course completion rates of students in the different modalities. This research 1) investigated the achievement rates of students taking an eight week developmental mathematics course, taught in three different modalities and 2) investigated the course completion rates of students taking an eight week developmental mathematics course, taught in three different modalities. Specifically, the purpose of this study was to examine the achievement and course completion rates of students enrolled in an eight week developmental mathematics course, Elementary Algebra, based on the delivery modality. The study was conducted at a large multi-campus institution located in the southeast United States as the research site. The theories used to frame the research were the Information Processing Theory and Cognitive Load Theory.

This Q research designed study sought the answer to the research question, “What are the range of collectively help perceptions of leaders in the Christian and Missionary Alliance toward the impact that emotional woundedness has had on their leadership?” In doing so a conceptual framework was constructed from three psychological theories. These theories were Need Reduction Theory (Hull, 1973), Goal Theory (Adler, 1927) and finally a Theory of Cognitive Dissonance (Festinger, 1957). The 39 participants of this study were clergy leaders of the Christian and Missionary Alliance. The participants perspectives were compared and grouped, and three factors were revealed, along with one bi-polar factor. These factors were described as The Community Leader, The Alienated Leader, The Empathic Leader, And the Redemptive Leader. These factors were discussed and finally study implications and limitations, and recommendations for further research, were suggested.