<p> The purpose of this qualitative survey study was to explore the student performance expectations, classroom management and instructional practices, and related professional experiences and specialized training of Career Technical Education (CTE) instructors at a Regional Occupational Center in Southern California in order to learn more about how these instructors achieved 80% or higher CTE course completion rates for adult students for 2 or more consecutive semesters. The study was grounded in the <i>Pygmalion Effect Theory, </i> which postulates that instructors create a <i>Self-Fulfilling Prophecy</i> based on the instructors' perceptions of student academic abilities. </p><p> Data were collected from 6 CTE instructors and 126 adult students via an anonymous online survey that consisted of 18 questions for instructors and 14 questions for students organized into 4 categories. Analysis of the data resulted in 4 conclusions: </p><p> 1. CTE instructors who have high expectations for students promote high student achievement by exhibiting behaviors that require students to learn independently. Participating instructors implemented independent activities in which students had to seek answers prior to asking instructors for assistance. </p><p> 2. Instructors who have high expectations for student achievement utilize multiple and diverse instructional strategies, assess students frequently, and provide frequent feedback throughout the course. This approach provided students with sufficient opportunities to be successful in class. </p><p> 3. Establishing high expectations for classroom behavior when the course first starts and dealing with individual students when behavioral issues arise discourages inappropriate behavior. Participating instructors reviewed behavioral expectations throughout their courses. </p><p> 4. CTE instructors who participate in ongoing professional development after completing a credentialing program promote high student achievement. Each participating instructor participated in ongoing professional development after completing the credentialing program. </p><p> Based on the findings and conclusions of this study, it is recommended that: (a) CTE instructors continue to implement instructional strategies that are student-centered and fully engage students, (b) ROC/Ps continue offering and placing a heavy emphasis on professional development, (c) ROC/Ps require instructors to create and review the course syllabus on the first day of class to assist in establishing expectations for classroom behavior, and (d) CTE administrators continue to monitor new instructors' progress throughout the credentialing process.</p>

<p> This dissertation examines the experiences of effective Federal Government leaders in developing their emotional intelligence (EI). Using a conceptual framework of adult learning, leadership, and leader development, this study focused on experiential and situated learning to discern how EI develops. The researcher in the context of this transcendental phenomenological study used social constructivism and interpretivism as theoretical lenses. The research involved administering a validated EI instrument to Federal government executives and then interviewing 11 of those executives to understand their meaningful EI developmental experiences. </p><p> The findings generated six themes that were reconfigured using pattern analysis into the following conclusions: (a) a diverse array of factors affects EI developmental experiences; (b) EI developmental experiences are social and cultural in nature; and (c) effective EI development is experientially based. A fourth conclusion transcended those other three patterns&mdash;EI experiences are inherent for effective leadership. </p><p> The research conclusions intimate important contributions to theory, namely: understanding how EI is developed within leaders; insights into the reality of effective Federal government leaders, to include building EI; attending to culture as a phenomenon impacting EI and leadership development; the evolving relationship between EI, adult learning, and leadership; and the vitality of qualitative research. In addition, this study suggested the following recommendations for practitioners: (a) integrate EI into leader development; (b) develop leaders using a scholar-practitioner orientation; (c) foster a culture that promotes learning about EI; and (d) capture and share the EI-related experiences. A holistic curriculum for developing EI within leaders is proposed. </p><p> Lastly, this study suggested opportunities for robust future research. Greater research focus on the Federal government is needed. Culture must be explored in the context of EI. Also, EI research is needed at the organizational level of analysis. And in a more generic sense, this study encourages continued research on EI and its impact, to include researching the effectiveness of the proposed developmental framework.</p>

<p> This qualitative case study utilizing in-depth interviews examined academic advisers' perceptions of training and professional development resources at a Midwestern U.S. community college. In addition, the study examined the availability and accessibility of training and professional development resources at the community college. The study sought to gain a better understanding of influences that shaped academic advisers' perceptions. Four themes emerged from the interviews: Educational Experiences, Adviser Participation, New Advising Resources, and Funding. Findings of the study indicated that perceptions of training and professional development varied. However, there was a consensus among advisers that training and professional development opportunities existed on- and off-campus. However, there were divergent perspectives regarding availability, accessibility, and advisers' ability to participate. The findings also indicated that advisers' ability to participate and obtaining new advising resources were tied to funding. The findings of the study can be used by advising managers, administrators, and policymakers to improve advising practice, better serve a changing student population, and fulfill institutional goals and missions.</p>

<p>Individuals and societies have traditionally sought answers to important questions in life through religion. In the 21st century, physical churches with clergy are no longer the sole source of spiritual answers or knowledge. Since the late 1960s, church attendance has been declining. Church leaders have begun to implement new methods such as using the Internet as a resource to support the needs of church members. While digital natives&mdash;persons who are conversant with the Internet&mdash;view electronic communication as a means to express ideas and feelings, digital immigrants&mdash;for whom the Internet is new&mdash;lag behind in utilizing the Internet. The purpose of the qualitative phenomenological study was to explore the lived experiences of digital immigrants who used a Computer Supported Collaborative Learning church website to understand how the Internet affects their perceptions of religious identity. The findings revealed that the participants were unfamiliar with sharing knowledge through computer supported collaborative learning. The findings also showed that the benefits of CSCL were recognized by digital immigrants, but Church leaders may need to learn how to provide training and support for digital immigrants by blending face-to-face sermons and reflective CSCL engagement. </p>

<p> This mixed methods research study evaluated the use of technology-based action plans as a way to help improve compliance with the learning objectives of an online training event. It explored how the action planning strategy impacted subjects in a treatment group and compared them to subjects in a control group who did not get the action plan. The study revealed that the action planning process supported the compliance of the learning objectives and provided insights into how the action planning process contributes to this compliance. As a result, this study recommends the use of technology-based action plans, as opposed to paper-based actions plans, as a simple and effective strategy to support the application and evaluation of training, specifically for online live training events.</p>

<p>Workers are remaining in the labor force at older ages and despite their desire to work, those without jobs face unprecedented durations of unemployment. Many of the unemployed lack current skills for jobs in demand and need to either upgrade their skills or be trained for a new occupation to become reemployed. An aging workforce combined with concerns about the long-term viability of social welfare programs has increased the importance of identifying strategies to encourage working at older ages. In recent years there has been increased focus on credential attainment through participation in publicly sponsored employment and training programs. While many older workers benefit from participation in publicly sponsored employment programs, they are less likely than their younger counterparts to receive training services. </p><p> This mixed methods research used a combination of multivariate regression, binary logistic regression, and key informant interviews to examine outcomes of older workers who participated in a training program through the Workforce Investment Act&rsquo;s (WIA) Dislocated Worker Program between April 1, 2008 and December 31, 2009 and/or enrolled in credential programs at community colleges. This involved interviews and site visits at 14 community colleges to gain an understanding of the role community colleges play in linking older students to credential or certificate programs and analysis of secondary data to evaluate the benefits of obtaining a credential. Unemployed workers aged 55 to74 were the focus of the quantitative portion of this research. </p><p> Attaining a credential through participation in WIA&rsquo;s Dislocated Worker Program resulted in improved employment and wage changes as compared to those who were not credentialed. Effective strategies for community college involvement in workforce training were identified and include outreach programs for older students, providing advice for specific programs of study, support during the program to ensure completion, job placement services, and continuing education for skill upgrading. Implementation of programs and policies that encourage work at older ages has the potential to improve economic security and reduce the risk of poverty in retirement. Community colleges and public workforce programs play an important role in meeting the education and training needs of an aging and increasingly diverse population. </p>

<p> Alcoholic beverages in the State of Arizona are regulated by the Arizona Department of Liquor Licenses and Control (ADLLC). Education programs in the alcohol industry must align with the needs of students working in the industry and with the criteria set forth by the ADLLC. Prior research has concentrated on irresponsible alcohol consumption costing millions of dollars of expenditures in police, fire, and hospital services. This study examined the perceptions of alcohol law instructors and adult students related to alcohol law instruction in Arizona and if it effectively meets the program standards set forth by the ADLLC and to what extent standards of best practices and adult learning theory are incorporated into the curriculum for effective student learning outcomes. Results were considered in respect to Bandura's (2003) social learning theory, Szirony and Boden's (2009) <i>WHAT</i> model, and Kolb's experiential learning (1984). Online surveys were used to collect data from the population of two groups; 12 Arizona approved alcohol law instructors and 142 adult students ages 19 years or older, of various genders and ethnicities. Analyses of variance were used to assess the five research questions. Students and instructors generally agreed that lecture, PowerPoint, video, and student/instructor interaction was effective in transferring knowledge to adult students. The findings of this study may result in developing curriculum that assists the workforce in the alcohol industry to be self-directed, comprehend specifically why and what actions to take by instituting a curriculum containing adult learning theory for enhanced transference of knowledge, and retention of information to reduce civil liability and alcohol law violations at liquor licensed establishments. </p><p> <i>Keywords:</i> Alcohol law training, adult learning theory, competencies</p>

<p> The purpose of this qualitative multiple case study was to examine HR executives' perspectives on employability enhancement for employees and how it is operationalized in their workplace. The exploratory questions that guided the study were, What are the perspectives of HR executives regarding employability enhancement for employees, and In what ways and under what conditions is organizational support of employability enhancement demonstrated through workplace learning initiatives? The conceptual framework for this study is based on Clarke and Patrickson's (2008) list of assumptions concerning employability as the premise for the new employment contract. </p><p> Data collected consisted of background questionnaires, semi-structured interviews, organizational documents, and researcher reflective journal notes. Cross case analysis yielded four major themes of "Shared Responsibility," "The Power of Learning Attitude," "Assessment for Growth," and "Resource Availability." These four themes include discussions of the roles and responsibilities for employability, desired employee learning attitudes, recommended assessment activities, and conditions affecting development opportunities provided by organizations. Implications for organizations, their employees, and HRD professionals are described. This study contributes empirical research on today's employment contract based on an employability model from the organization's perspective. It also adds to the body of literature on employability rarely focused on, employability enhancement for employees.</p>

<p> An explanatory correlational study was conducted to explore whether and to what extent a relationship between hours of participation in service learning and commitment to social responsibility exists for students enrolled in pre-licensure baccalaureate-nursing programs currently participating in the Nursing Licensure Compact. The convenience sample consisted of 103 volunteer professional nursing students. The Civic Attitudes and Skills Questionnaire (CASQ), comprised of six subscales: civic action, interpersonal and problem-solving skills, political awareness, leadership, social justice, and diversity, was the tool used to measure social responsibility. The total Cronbach's alpha for the CASQ was .914. The alternate hypotheses stated a significant relationship between the hours of participation in service learning and each of the CASQ subscales. Data analysis using a Spearman's rho correlation coefficient showed no statistically significant correlations between hours of participation in service learning and any of the CASQ subscales. The data did not support that social responsibility relates to how much time the students spend participating in service learning. This study expands the body of knowledge in nursing education by demonstrating that other factors and not time spent in service learning, may contribute to social responsibility. The notion that prolonged hours are always needed to achieve success can discourage educators from incorporating service learning in their courses. In the context of social responsibility, this study demonstrated that service learning may not require extended time to result in positive outcomes. With this information, nurse educators can plan service-learning experiences more efficiently.</p>

<p> Online education has grown into a part of the educational market answering the demand for learning at the learner's choice of time and place. Inquiry skills such as observing, questioning, collecting data, and devising fair experiments are an essential element of 21st-century online science coursework. Virtual immersive worlds such as Second Life are being used as new frontiers in science education. There have been few studies looking specifically at science education in virtual worlds that foster inquiry skills. This quantitative quasi-experimental nonrandomized control group pretest and posttest study explored what affect a virtual world experience had on inquiry skills as measured by the TIPS (Test of Integrated Process Skills) and TIPS II (Integrated Process Skills Test II) instruments. Participants between the ages of 18 and 65 were recruited from educator mailing lists and Second Life discussion boards and then sorted into the experimental group, which received instructions to utilize several displays in Mendelian genetics at the Genome Island location within Second Life, or the control group, which received text-based PDF documents of the same genetics course content. All participants, in the form of avatars, were experienced Second Life residents to reduce any novelty effect. This study found a greater increase in inquiry skills in the experimental group interacting using a virtual world to learn science content (0.90 points) than a control group that is presented only with online text-based content (0.87 points). Using a mixed between-within ANOVA (analysis of variance), with an alpha level of 0.05, there was no significant interaction between the control or experimental groups and inquiry skills, F (1, 58) = .783, p = .380, partial eta squared = .013, at the specified .05 alpha level suggesting no significant difference as a result of the virtual world exercise. However, there is not enough evidence to state that there was no effect because there was a greater increase in scores for the group that experienced a virtual world exercise. This study adds to the increasing body of knowledge about virtual worlds and inquiry skills, particularly with adult learners.</p>