Many engineering programs have a common content based first-year curriculum that all engineering students are required to take.  These courses tend to be large in size, having multiple sections requiring the use of Teaching Assistants (TAs) who may be graduate students (GTAs) or undergraduate students (UTAs).  The roles of TAs in first-year engineering courses vary from instructional staff to lab supervisors to graders, but despite their widespread use, little is known about the TAs' experiences.  This study fills a gap in the literature by taking a participant centered approach to GTA motivation to teach and identity development as a teacher specifically in the context of first-year engineering programs (FYEPs). To guide this research, a combined motivation and identity framework was developed based on Self-Determination Theory (SDT) and Possible Selves Theory (PST).  In the framework, PST serves as the foundation for the SDT constructs of competence, relatedness, and autonomy.  The framework supports that the various constructs lead to increased motivation and identity development but that each experience through the process is based on one's own identity and views of themself in the future.  This was studied through an exploratory sequential mixed methods design where 12 semi-structured interviews representing five different FYEPs served as the foundation for the development of a national survey completed by 33 GTAs representing seven different FYEPs.  Priority was ultimately given to the qualitative strand, but mixing occurred throughout the study. The results indicate that there are seven factors that affect GTA motivation and identity and there are profiles, lenses, and filters can be used to understand GTAs' experiences in FYEPs.  While each individual is unique, general trends among experiences were observed.  Additionally based on the results, the framework was found to be an appropriate tool but that a slight modification was needed to better align the framework with GTA developmental trends.  This research allows future research-based GTA training programs and appointments to be developed that specifically aim towards meeting the motivational and identity developmental needs of GTAs, ultimately improving the quality of higher education. / Ph. D.

The role of an assistant principal is both challenging and multifaceted. The role of an assistant principal who is both Black and female is compounded as this demographic of leaders must navigate both the present demands of the position and racial stressors that often cause low self-confidence and feelings of inadequacy (Robinson, 2014). Cited research indicates that mentoring is effective in developing both leadership capacity and self-confidence or self-efficacy for new school leaders (Allen et al., 1995; Barnett et al., 2017; Calabrese and Tucker-Ladd, 1991; Craft et al., 2016; Gurley et al., 2015; Harris, 2020; Hausman et al., 2002; Lester et al, 2011; Liang and Augustine-Shaw, 2016; Marshall and Phelps, 2016; Parfitt and Rose, 2020; Ryan, 2011; Searby et al., 2017; Spillane and Lee, 2014). The purpose of this study was to identify the perspectives of mentoring on Black female assistant principals' self-confidence and leadership capacity development. A secondary purpose was to learn if participants perceived that race had any impact on their ability to serve successfully in the role. Data analysis revealed that relationship, not race was the primary driver needed for a successful mentoring relationship. Data also supports a positive perceived relationship between mentoring and improved leadership capacity and self-confidence for Black female assistant principals. Findings and implications could aid school districts, policymakers, and principal preparation program leaders with establishing and diversifying practices and/or programs to strengthen the leadership capacity and confidence of Black female assistant principals. / Doctor of Education / The role of an assistant principal is both challenging and multifaceted. The role of an assistant principal who is both Black and female is compounded as this demographic of leaders must navigate both the present demands of the position and racial stressors that often cause low self-confidence and feelings of inadequacy (Robinson, 2014). This study investigated the perspectives of mentoring on Black female assistant principals' self-confidence and leadership capacity development. Additionally, the researcher aimed to learn if participants perceived that race had any impact on their ability to serve successfully in the role. Data analysis revealed that relationship, not race, was the primary driver needed for a successful mentoring relationship. Data also supported a positive perceived relationship between mentoring and improved leadership capacity and self-confidence for Black female assistant principals. Findings and implications could aid school districts, policymakers, and principal preparation program leaders with establishing and diversifying practices and/or programs to strengthen the leadership capacity and confidence of Black female assistant principals.

ABSTRACT PREPARATION OF THE ASSISTANT PRINCIPAL FOR THE ROLE OF THE PRINCIPAL: AN EXAMINATION OF REAL TASKS AS COMPARED TO THE PERCEIVED IDEAL TASKS by April Chastang Madden Principals most commonly ascend from the pool of those who are assistant principals, but it is unclear whether assistant principals are prepared to assume such a pivotal leadership role. This study seeks to compare the extent of on the job training provided to the assistant principals by examining ideal as compared to actual task performance in six competency areas associated with the job of principal. The research questions were as follows: 1. What are the perceived ideal professional tasks assistant principals should perform prior to becoming a principal? 2. Which tasks are performed by assistant principals? 3. Do these performed tasks prepare assistant principals for principalships? Utilizing Survey Monkey, a survey was e-mailed to principals with 1-3 years of experience in the State of Georgia. Descriptive statistics, Pearson Correlations, and t-tests were used for data analysis. As for research question 1, this study revealed that the tasks that ranked the highest among the study participants regarding perceived ideal tasks that assistant principals should perform prior to becoming principal were the competencies falling under the categories of Instructional Leader, Leadership in Staff Personnel, and Management of Schools. For question 2, Pearson Correlation showed that there were no significant correlations for ideal and actual tasks, except in the area of Instructional Leader. Regarding research question 3, The Pearson Correlation along with t-tests of subscales showed that there are significant differences between the ideal and actual tasks performed by assistant principal. The Pearson Correlation highlighted that the only significant correlation between ideal and actual competency tasks was found in the area of Instructional Leader. In conclusion, this study indicated that assistant principals are not adequately prepared to transition to the role of principal.

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BACKGROUND: The ability to disclose bad news to patients is a complex and essential skill for health care providers. Although certain specialties have a higher incidence of engaging in these conversations, this task is done regardless of a provider’s discipline. There are many components to breaking bad news, some of which include finding a private setting, eliciting how much the patient wants to know, providing clear information, and responding to the patients’ emotional needs and reactions. As this task is associated with a large amount of emotional stress, the outcome of this exchange can have lasting impact on both the provider and patient. Unfortunately, patients are dissatisfied with how they receive bad news, and providers admit to lack of comfort and knowledge with this task. LITERATURE REVIEW FINDINGS: Studies show that inadequate education is main area for improvement. Fortunately, the ability to break bad news is a teachable and retainable skill. Didactic sessions, role-play, and small groups are some of the available models used to educate learners. There is promising evidence for the incorporation of SPs into various curricula, because they provide an opportunity for students to learn without compromising patient safety and allow for feedback useful to enhancing skills. PAs are valued health care providers who practice across a variety of specialties. As their education is similar to that of a medical student, and they practice autonomously under the supervision of a physician, it is equally important that they are able to successfully break bad news. However, there are few studies that examine the PA student curriculum for breaking bad news education. Furthermore, there are no studies that examine PA student competency with this skill. PROPOSED PROJECT: The goal of this study is to use a literature review to create a novel curriculum that employs SPs to increase PA students’ competencies for breaking bad news. CONCLUSIONS: An optimal curriculum intervention will include opportunities for feedback, discussion, and practice. SPs can help aid with many of these components, as well as assess interpersonal and technical components of breaking bad news. SIGNIFICANCE: It is expected that the results of this study will parallel those identified for medical students, and PA students’ skills will improve to meet the standards set forth by the ARC-PA. It is the hope that the results of this study will serve as an initial platform for future studies aimed at PAs’ ability to disclose bad news to patients.

Retention of quality high school assistant principals is a problem in a suburban Georgia school district, where 35% of administrators left their schools in a 3-year period. Researchers indicated that high turnover rates in school leadership influence student achievement and school climate. The purpose of this qualitative case study was to explore the perceptions of high school assistant principals concerning factors that influence them to stay in their current roles. Herzberg's 2-factor framework was used to explore the perceptions of 10 high school assistant principals regarding their decisions to remain in their administrative positions. The research questions examined how high school assistant principals in a suburban Georgian school district perceived motivating and hygiene factors that influenced them to remain at the school district or leave their job roles. Open coding was used to identify patterns and themes. Findings from the data collected with semi structured interviews revealed (a) 3 themes related to motivating factors that included relationships with students, teachers and leaders, and (b) 2 themes related to hygiene factors regarding external issues outside assistant principals' control but may influence job retention. The resulting project consisted of a white paper that recommended the school district institute the initiation of an assistant principal leadership academy as well as an assistant principal open forum to minimize the negative influence of the 2 identified hygiene factors on assistant principals' job retention. The project contributes to positive social change by providing insights to potentially stabilize the attrition of high school assistant principals and improve student and academic achievement.

The goal of the commodity expert project was to develop a prototype program that would act as an intelligent assistant to a commodity market analyst. Since expert analysis must deal with very large, yet incomplete, data bases of unreliable facts about a complex world, the project would stringently test the applicability of Artificial Intelligence techniques. After a significant effort however, I am forced to the conclusion that an intelligent, real-world system of the kind envisioned is currently out of reach. Some of the difficulties were due to the size and complexity of the domain. As its true scale became evident, the available resources progressively appeared less adequate. The representation and reasoning problems that arose were persistently difficult and fundamental work is needed before the tools will be sufficient to engineer truly intelligent assistants. Despite these difficulties, perhaps even because of them, much can be learned from the project. To assist future applications projects, I explain in this report some of the reasons for the negative result, and also describe some positive ideas that were gained along the way. In doing so, I hope to convey the respect I have developed for the complexity of real-world domains, and the difficulty of describing the ways experts deal them.

Abstract Owing to the change of Taiwanese political constitution. The legislator was becoming an increasingly important role in recent years. Therefore, those who aid the legislators in dealing with their affairs also play important roles. They are the legislators¡¦assistants. However, it is observed that the legislators¡¦ assistants have had low satisfaction for several years, which leads to a high rate of employee turnover. The phenomenon did have a great effect on the quality and efficiency of assembly. Thus, the aim of this study is to explore the legislators¡¦ assistants¡¦ system in terms of workers¡¦ recruitment, job orientation, training programs, welfare conditions, salary offered, job and salary match, and career development¡Ketc. This study also proposes some strategies which can assert the assistants¡¦rights. In order to understand the situation, this study takes not only participant observation method and intensive interview method, but also makes survey questionnaire to all legislators¡¦ offices. Finally, the findings are based on ¡§Human Resource Management Model¡¨ by Dr. Huang Ing-Chung¡]1997¡^ to analysis the interview and survey results. The results of the study indicate that: 1. In the aspect of acquisition management, the legislators¡¦ assistants always have heavy work pressures, overload tasks and undefined job contents. Moreover, there is neither clear criteria of recruitment nor job orientation. 2. In the aspect of development management, the job is lacking of suitable on-the-job training, performance appraisal and career development programs. 3. In the aspect of compensation management, the assistants have no formalized wage scales and positive benefits. Besides, they fail to take holidays like the employees of other companies. 4. In the aspect of maintenance management, most of the legislators seemed to prefer a more informal style of managing their employees. Therefore, they have no appropriate management styles, lacking of motivational systems and standing rules to manage employees.

Thesis (D. Ed.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

Research has documented the need for school districts to recruit and retain qualified school leaders capable of navigating the organizational challenges for school improvement, particularly in high-poverty, low-achievement contexts. Recently, scholars have studied principal pipeline structures implemented by school districts to recruit and retain effective principals. A key finding of this research is that clearly-defined standards and performance criteria can inform school districts' strategic identification and development of individuals with the potential to become effective principals. Further research is needed to understand and define potential and readiness for the principalship in assistant principals, commonly the largest candidate group in a principal pipeline. I used a qualitative case study design to investigate veteran principals' perceptions about potential and readiness for the principalship in assistant principals. Six principals in one urban school in Texas were purposefully selected based on their experience with supporting, developing, and/or endorsing former assistant principals for promotion to the principalship while under their supervision. I collected data through questionnaires and in-depth interviews to understand this phenomenon through the informants' lived experience. I found that the principals view professional competence and personal dispositions as indicators of potential and readiness for the principalship. They believe an assistant principal's potential to perform as a principal is evident in the processes and products of their work, but they don't believe all high-potentials are necessarily ready to become principals. Shared leadership was instrumental to developing readiness for the principalship in their assistant principals, and developing capacity by building on strength and targeting weakness worked equally well in their experience. Using these findings and existing research, I identify state and district-level policy implications for the field. I also make recommendations for further study of this topic in the future. / text