<p> The purpose of this study was to analyze attitudes and perspectives of university students towards D/deafness before and after studying American Sign Language, ASL, and to determine if any relationship between them exists. A double pre-test quasiexperiment design was used with participants who were students enrolled in a basic ASL course at a metropolitan university.Participants were in either a &ldquo;control&rdquo; or &ldquo;treatment&rdquo; group. There were 3 instruments used for this study: an attitude scale, a perspective scale, and a control group questionnaire. The control group survey purpose was to decrease chances of pre-sensitization. The attitude survey served to score student opinions about capabilities of Deaf Adults. Scores ranged from negative to positive. The perspective survey was used to reflect student views of D/deafness ranging from medical to cultural. There were 228 ASL I students requested to participate. Of the 228, there were 110 respondents. The control group had <i>n</i>=52 and the treatment group had <i>n</i>=58. Of the 110 pre-survey participants, 71 responded to the post-survey. A Pearson product-moment correlation coefficient was run to determine any relationship between attitudes and perspectives of students before and after they studied ASL. Aninverse relationship between attitudes and perspectives was found. Before the students studied ASL, the treatment group attitude and perspective <i> r</i>=-.508 (<i>n</i>=58, <i>p</i>&lt;.01). After participants studied one course of ASL the relationship was <i>r</i>=-.537 (<i>n</i>=71, <i>p</i>=&lt;.01). As attitude score values increased to a negativeopinion about capabilities of Deaf adults,perspective scores decreased towards a medical view. While scores that leaned lower on the attitude scale were deemed more positive, they corresponded with higher score values on the perspective scale indicating a cultural view of D/deafness. There were 6 of the 71 post-survey respondents who had matching coded pre and post-survey response forms. A dependent <i>t</i> test was run to analyze if attitude or perspective scores changed for university students after studying ASL. It was determined one course of ASL does not significantly change attitudes or perspectives about and/or D/deafness (<i> p</i>=>.05). A PPMCC was conducted to determine if a relationship between attitudes and perspectives of the six matched participants existed. Although not significant at the &alpha;&lt;.05 level, the matched participants had an inverse relationship between attitudes and perspectives before studying ASL (<i>n</i>=6, <i>r</i>=-.660, <i>p</i>>.05). After studying ASL the matched participants had a significant inverse correlation between attitudes and perspectives towards D/deaf people (<i>n</i>=6, <i> r</i> =-.922, <i>p</i>&lt;.01). In conclusion there is a relationship between attitudes of university students about capabilities of D/deaf adults and their medical or cultural perspective of D/deafness.</p>

<p> This case study is about learning as it relates to addiction recovery within the Men's Ministry (a pseudonym) program at an urban, faith-based mission, hereafter referred to as WCM (an acronym). The program is free and long-term residential. Its purpose is to be a "life transformation ministry for troubled men whose lives are out of control as a result of drugs, alcohol or some other destructive behavior pattern." </p><p> The study examines the described experiences of 13 WCM residents from the perspectives of two researchers: Cranton and DiClemente. Cranton's work explains change through adult learning, which can be transformative. DiClemente's work describes steps of change of becoming addicted and of recovering from addiction. </p><p> At my request, the chaplain at WCM selected Men's Ministry residents willing to share their life experiences as part of this study. During three 90-minute interviews based on Seidman's interview model, 13 residents shared their experiences before WCM in the first interview, their experiences at WCM in the second interview, and reflections on the first two interviews in the third interview. </p><p> The research questions that guided the study were (a)-How did the subjects in this faith-based addiction recovery program describe their own learning? and (b)-What were the subjects' perceptions of changes they experienced while in this faith-based addiction recovery program? </p><p> Participants' descriptions resulted in four conclusions: Multiple formal activities affected each participant; informal learning occurred throughout the WCM facility; participants' descriptions of changes at WCM resulted in recognition of changes throughout their prior lives; there was no single description by participants of a change, or a motive for change, at WCM. </p><p> Implications for future research include conducting longitudinal studies of this program's graduates, conducting studies with different participants to compare to this study, analyzing subsets of the data obtained, determining the indicated key programmatic elements, conducting studies about nonfaith-based residential substance addiction recovery programs to compare to this study. </p><p> Implications for practice include seeking adult educator's advice about including adult learning principles in substance addiction recovery, using adult educators as instructors in substance addiction recovery, and co-ordinating all practice activities with research findings.</p>

<p>Since the 1990s the rate of divorce has consistently stayed at a high level within the United States. Almost 50% of all marriages will end in divorce (Coontz, 2006; Strow &amp; Strow, 2006). This continued high rate of divorce has led to an increase in caseloads within the family court system. As a result, more of the court&rsquo;s time and resources are being used. Courts are unable to handle the influx of cases, meaning families typically have to wait long periods of time before decisions are made about custody or visitation agreements. Therefore, families find themselves stuck in transition of divorce or separation. As a result, families find it difficult to cope with and adjust to the divorce or separation (Deutsch, 2008). </p><p> In order to alleviate some of the pressure from the court system, divorce parenting education programs have been created to inform parents about different circumstances experienced during a divorce or separation (Coates, Deutsch, Starnes, Sullivan, &amp; Sydlik, 2004). Many of these programs aim to ease the transition for both children and adults, as well as decrease the amount of relitigation occurring within the court system. Parenting education programs are quickly becoming mandated by certain states and counties in order for final judgment to pass on a divorce or separation (Deutsch, 2008; Geasler &amp; Blaisure, 1998). </p><p> Because courts are now mandating parenting education programs and using resources to provide such programs, it is important to ensure effectiveness of parenting education programs. Fortunately, recent program developers have started to research the effectiveness of specific programs. Additionally, new literature assesses different aspects of parenting programs to determine what pieces are necessary for an effective divorce parenting education program. Important aspects of parenting education programs to consider include content, method of delivery, and theoretical foundation. Specific content presented in parenting education programs have been found to be more effective on parenting and rate of relitigation. Additionally, certain methods for presenting the content have been found to be more effective in changing parental behaviors following divorce (Geasler &amp; Blaisure, 1998; Kamniski, Valle, Filene, &amp; Boyle, 2008). With the growing body of literature, courts, hopefully, will be able to determine what divorce parenting education programs are most effective to ensure resources are being spent wisely. </p><p> The current study will explore whether a newly revised parenting education program (Children First Parenting Education Program, January 2011 edition) effectively improves parental attitudes, knowledge, and likelihood. Further, the current study will explore whether the Children First Parenting Education Program January 2011 edition has a larger effect on attitudes, knowledge, and likelihood compared to the Children First Parenting Education Program, May 2006 edition. Additionally, the current study will explore whether the newly revised Children First Parenting Education Program, January 2011 edition has a larger effect on the rates of relitigation among parents who attended the program compared to participants who attended the Children First Parenting Education Program, May 2006 edition. </p>

<p> Over the last decade, for-profit higher education has been the fastest growing segment within higher education. Despite the growth, little research exists about for-profit higher education institutions. The purpose of this exploratory, descriptive, quantitative study was to examine the attitudes and knowledge of higher education faculty toward for-profit higher education institutions. </p><p> A conceptual framework was used to understand various topics about for-profit higher education institutions. An instrument was developed to measure attitudes and knowledge and distributed through a web survey to 214 higher education faculty from public and private not-for-profit higher education institutions. Survey respondents totaled 111 and 107 useable surveys resulted in a 50% response rate. Descriptive analysis was used to understand attitudes and knowledge. </p><p> Results suggested that overall attitudes and knowledge varied based on individual topic. No differences in attitudes were found relative to gender, age, institution type, faculty rank, and years as higher education faculty. The study revealed the need for higher education institutions to share more data and for higher education faculty to engage in more research and policy discussions about the fastest growing segment within higher education, for-profit higher education institutions.</p>

<p>The purpose of this study was to examine the effects of utilizing high-fidelity simulation on the team performance, perceived level of learning, and satisfaction of resident physicians in a simulated cardiac resuscitation scenario. This study was significant because it filled a gap in the literature about how methods of education impact healthcare practitioners. While a body of research exists in education on adult learning principles, there are few studies on how applying adult learning principles to professional development is an effective method of instruction in healthcare. </p><p> A convenience sample of resident physicians from two hospitals that are part of a large health system was utilized for this study. Resident physicians participated in a simulated mock cardiac resuscitation scenario monthly. The Simulated Cardiac Resuscitation Team Performance Evaluation instrument was utilized to assess the team performance of the residents in the scenarios. A program evaluation form was administered to measure perceived level of learning and satisfaction with the simulation experience. </p><p> One-way multivariate analyses of variance were conducted to evaluate the relationships between year of residency and gender and the team performance score on the Simulated Cardiac Resuscitation Team Performance Evaluation. Significant differences were not found among the years of residency on the dependent measures. Significant differences were not found between the genders on the dependent measures. A one-way multivariate analysis of variance was conducted to evaluate the relationship between year of residency and the level of satisfaction and perceived level of learning of the resident physicians. Significant differences were not found among the three years of residency on the dependent measures. A one-way multivariate analysis of variance was conducted to evaluate the relationship between gender and the level of satisfaction and perceived level of learning of the resident physicians. Significant differences were not found between genders on the dependent measures. A one-way multivariate analysis of variance was conducted to evaluate the relationship between prior use of simulation and the level of satisfaction and perceived level of learning of the resident physicians. Significant differences were not found between prior use of simulation on the dependent measures. </p>

<p>The primary objective was to show the important need of academic skills, specifically general education coursework, to the effectiveness of the technician&rsquo;s expertise in the field of automobile repair. Additionally, I emphasized that one of the keys to the quality of the technician&rsquo;s education is the method of instruction analyzed through Henschke&rsquo;s Five Building Blocks. </p><p> I communicated with 35 diversely selected and cooperative employers located in the Midwestern section of the United States. I obtained this arbitrary selection from the Yellow Pages of this region. I conducted personal visits to their locations at which time I informed them of the purpose of my study. Also, I performed an interview with the appropriate supervisor or manager. I acquired the degree requirements for the automobile repair technology programs at 19 regional postsecondary institutions and analyzed their contents. </p><p> I listed and assessed the employee requirements the employers conveyed to me. I noted the objectives of the academic courses included in the technical programs. I compared the employers&rsquo; needs with the educational institutions&rsquo; offerings to determine if and where there was a mismatch between the two entities. I judged and analyzed these findings in accordance with the specifications of the national <i>WorkKeys</i> research tools that indicated the following competencies at various levels: &bull; Applied Mathematics; &bull; Workplace Observation; &bull; Applied Technology; &bull; Locating Information. <i> WorkKeys</i>, the foundation of the National Career Readiness Certificate, is a job skill assessment system that helps employers select, hire, train, develop, and retain a high-performance workforce. </p><p> I identified specific contributions academic courses provided to the instructional areas of automobile repair technology. Additionally, further research into increasing academic course content is justifiable by the employer representatives&rsquo; responses in this study. </p>

<p> This quantitative study explored the leadership styles of mentors for retained first-year adult students to analyze whether the prevalent style had a higher impact on first-year adult student retention. The Multifactor Leadership Questionnaire (MLQ) 5x was used to collect data on the mentors' leadership styles from the perspective of retained first-year adult students and from the perspective of their mentors at a private Midwestern, urban, University to compare the prevalent style from both perspectives. The convenience sampling method was used to identify the study participants. Descriptive statistics were conducted to check the normalcy of those data. Histograms revealed that the data was not normally distributed. Those data were further analyzed using the Wilcoxon test, which revealed no significant difference from mentor self-ratings and student ratings for the two leadership styles under consideration. The Spearman Correlation Coefficient was utilized to test the null hypothesis. The results indicated no statistically significant relationship existed between transformational or transactional leadership and retained first-year adult students, thus the researcher did not reject the null hypothesis. Further data testing using Simple Linear Regressions was conducted to investigate transformational and transactional leadership styles based on mentor demographics and tenure. The results of the analyses indicated that mentor demographics or tenure is not a significant predictor of a particular leadership style for this study. It is evident from the results that a significant position of the retained first-year adult students in this study considers their mentors' leadership style did not provided the means for their retention.</p>

<p> There is currently a small body of research on the experiences of participants, both facilitators and learners, during simulated mock codes (cardiac arrest) in the healthcare setting. This study was based on a practitioner's concerns that mock codes are facilitated differently among educators, mock codes are not aligned with andragogy theory of adult learning, and there is no standardized method to evaluate participant reflection achieved during the debriefings immediately after mock codes. The study took place in a large federal government healthcare organization. The qualitative study method, interpretive inquiry, was used to explore the lived experiences of clinicians and facilitators who participate in mock codes. A validated reflection rubric was used as a method of assessing the achieved level of reflection in a group setting during the debriefing sessions that follow mock codes. Data were collected from interviews, observations, and transcribed mock code video recordings. Five themes emerged: (a) preparation, (b) consistency, (c) use of video recordings, (d) opportunity for follow-up, and (e) self-reflection. The two most significant findings were the lack of consistency in the design, facilitation, and evaluation of the mock code and debriefing processes that lead to confusion, anxiety, and stress among both learners and facilitators, and the gap between facilitator knowledge and understanding of the assumptions of adult learners and the andragogical practice model. Data analysis identified the need for additional participant support through follow-up opportunities for reflection, and the need for andragogy education for the facilitators of mock code exercises. Though the element of surprise makes the mock code realistic much like a fire drill, the study findings indicate learners perceive they would benefit from being prepared for the learning experience in the form of a pre-briefing. Recommendations for future research include a study of the application of andragogy to the competency framework currently within the VHA system, an evaluation of an evidence-based structure and standardized method for designing and delivering high-quality simulation activities that align with the andragogy, and development of standardized and easy to use methods of assessing the levels of achieved learner reflection during and after the debriefing process.</p>

<p> In order to support the 21st century learning initiatives facing California K-12 educational agencies--including the influx of mobile devices, common core standards, online high stakes testing, and student privacy--an educational organization must employ a well-trained, knowledgeable, and effective technology leader. The California Educational Technology Professionals' Association's (CETPA) Chief Technology Officer (CTO) Mentor Program certification provides assurance that the chosen technology leader has been exposed to, is familiar with, has a working knowledge of, and can apply the leadership, educational, and technology skills necessary to be a successful technology leader. </p><p> The purpose of this mixed method study was to identify the extent to which differences exist before and after candidates' completion of the CETPA CTO Mentor Program with regard to their perception of effective technology leadership in California K-12 educational organizations. A second purpose of this study was to identify the degree to which CETPA CTO candidates perceive the program's learning activities to be a relevant and effective means of mastering the program's learning objectives. The third purpose of this study was to identify the degree to which CETPA CTO graduates perceive the program's learning activities and objectives are relevant to their on the job performance. This study was conducted through the lens of Kirkpatrick's Four Levels of Program Evaluation. </p><p> The findings from this study suggest that the CTO Mentor Program provides a course of study that is relevant to the technology leader in K-12 educational agencies, meets the needs of adult learners, and provides a return on investment for the learner, his or her educational agency and the sponsoring organization, CETPA.</p>

<p>The United States is an aging nation and this trend is predicted to continue. Parallel to a population increasing in number and age, is a broadened interest in lifelong learning. More than ever, older adults are involved in informal and formal education, non-credit and credit-bearing courses; individuals are returning for associates, baccalaureate and graduate degrees. As older adults stay in the workforce longer and delay retirement, certificate and degree programs focused on improving work related skills are expanding. Older adults are also motivated to complete four-year degrees to enhance employment opportunities (Schaefer, 2010). Initiating and completing a graduate degree is a further step in lifelong learning, often based on health, cognitive skills, motivation and perseverance. There is little research describing older students&rsquo; perceptions of the value and experience of a graduate degree earned over the age of 60. </p><p> This phenomenological study examines the perceived value of that graduate degree and ultimately informs future students and institutions of higher learning. It includes interviews of 21 individuals who earned a doctorate or master&rsquo;s degree after the age of 60. Case vignettes of three individuals are offered to highlight narratives of their educational journeys. </p><p> Study findings confirmed much of the existing scholarly literature on older adults&rsquo; motivations and experiences in graduate education, but there were also some nuanced differences. Continual dedication to lifelong learning through perseverance underscored the motivation for these individuals to complete their graduate degree. Age was never expressed as a constraint by study participants; in fact, years of life and employment experience brought to the cohort was stated as a great advantage. Participants continued employment, sought new careers, pursued writing, making of fine art, or actively volunteered following their graduate degree; few considered themselves retired. </p><p> Implications for leadership in higher education institutions are also discussed. Leaders in higher education will increasingly recognize this demographic offers more depth of experience to cohort learning than expected. Individuals earning a graduate degree after age 60 provide a wider demographic of learners for institutions of higher education to access, presenting new considerations for intergenerational instruction, and increased opportunities for alumni fundraising. </p><p> <i>Keywords</i>: lifelong learning, educational gerontology, perseverance, learned experiences, older adults, graduate degrees, baby boomers </p>