College is an opportunity for students to engage in meaningful leadership opportunities. Being a Resident Assistant presents one opportunity for students to engage in leadership. Resident Assistants (RAs) are an essential component of the undergraduate housing experience. Resident Assistants work with students during their best and most challenging collegiate moments. The college student population changes every year, but Resident Assistants are not being trained to meet the needs of a changing population. This qualitative, phenomenological study was designed to explore what influence, if any, a course grounded in emotional intelligence has on an RA’s enactment of leadership. This study was conducted at a highly selective, highly residential higher education institution in the Western United States. The site was chosen because of its highly residential nature and its offering of a course grounded in emotional intelligence offered to first year RAs. Review of literature on emotional intelligence emphasizes the important nature of the construct as well as its importance and promise for utilization by leaders (Mayer & Salovey, 1997; Lam & O”Higgins, 2012; Nelson & Low, 2003). While there is some literature surrounding emotional intelligence and its use and application for RAs, it primarily explores the subject via a quantitative methodology (Jaegar & Caison, 2006; Liptak, 2005; . Through this research, I addressed this gap, utilizing a qualitative methodology, to provide accounts of the lived experiences of participants. This study also expanded the literature by providing an analysis of a course based in emotional intelligence as a possible way of incorporating emotional intelligence skills into RAs’ leadership experiences. Three findings emerged from this study. Those finding are as follows. First, that there is a perceived difference in RAs’ leadership as a result of knowledge gained in an emotional intelligence course. Second, RAs are able to apply emotional intelligence constructs into their role after reflecting and adjusting their personal leadership styles. Finally, RAs perceive certain emotional intelligence constructs as essential to their role. / text

This study was designed to assess paraeducators' duties, roles, and responsibilities and to develop a greater understanding of how they perceive their jobs and what support they would consider important for job improvement. The sample population was comprised of both elementary and junior high school paraeducators, from four individual schools within one school division in southwest Canada. Three separate focus groups were completed, with fourteen participants in total. The study was undertaken using the methodology of focus groups. Responses from the groups were transcribed and coded in order to pull out the major themes found in the discussions of the duties and perceptions by paraeducators. The results, when compared to the contemporary literature findings on the roles of paraeducators, show many points of convergence. / x, 93 leaves ; 29 cm.

Thesis (Ed.D.)--University of Tulsa, 1969. / Bibliography: leaves 45-46.

Thesis (Ed. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 185-191). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

Thesis (Ph. D.)--Oregon State University, 2009. / Printout. Includes bibliographical references (leaves 89-93). Also available on the World Wide Web.

Thesis (M. A.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 77-80).

Thesis (M.A.)--Central Connecticut State University, 1999. / Thesis advisor: Marc Goldstein. " ... in partial fulfillment of the requirements for the degree of Master of Arts [in Psychology]." Includes bibliographical references (leaves 30-36).

Dissertation (Ph.D)--The University of North Carolina at Greensboro, 2008. / Advisor: Deborah Taub; submitted to the School of Education. Title from PDF t.p. (viewed May 28, 2009). Includes bibliographical references (p. 67-70).

Thesis (Ph. D.)--University of Alabama, 1973. / Includes bibliographical references (leaves 119-122).

Thesis (M.A.) in Communication--University of Maine, 2003. / Includes vita. Includes bibliographical references (leaves 83-88).