<p> Parental involvement in student- athletes&rsquo; lives is ubiquitous and important. Despite efforts of many to determine the best means for student-athletes to succeed academically, little is known about the relationship between levels of parent involvement and an athlete&rsquo;s ability to succeed academically. Having an involved, but not over-involved, parenting relationship is key to having their children develop the necessary academic skills to be ready for the realm of collegiate athletics. </p><p> The purpose of this non-experimental quantitative analyses of NCAA Division I student-athletes in the Big Sky Conference was to examine the relationship (if any) among parental involvement, academic performance, academic self-efficacy, functional independence, and the achievement of adulthood criteria. Participants included four hundred and sixty-one student-athletes from a population of 3,000 representing ten different institutions. </p><p> An independent t-test was conducted to explore the difference between student-athletes&rsquo; GPAs with a high and low amount of parental involvement. Findings revealed no statistically significant differences between a high and low level of involvement and student-athletes&rsquo; GPAs. Three non-parametric Spearman Rho tests were employed to determine the relationship between parent involvement and academic self-efficacy, functional independence and the achievement of adulthood criteria. Findings revealed a positive, and strong or medium correlation among all three tests. Further analyses through three one-way ANOVAs indicated that student-athletes with the highest level of parent involvement had the lowest GPA&rsquo;s and student-athletes with a medium amount of involvement had the highest GPA&rsquo;s. Additionally, student-athletes with the highest academic self-efficacy had the highest cumulative GPA&rsquo;s. </p><p> Future studies should include a random sample that contains a more diverse representation of student-athletes with below a cumulative 3.0 GPA. Future studies should also use a mixed methods approach with parents that include further analyses of involvement.</p><p>

<p> In this dissertation study, the researcher explored how pedagogy affects the creative process of visual artists who are also higher education art teachers. In order to understand and conceptualize the relationship between pedagogy and art making through the artist-teacher lens, the method and the methodology of Portraiture (Lawrence-Lightfoot &amp; Davis, 1997) enabled the re-storying of the participants&rsquo; experiences into written portraits, putting an emphasis on the voice of the researcher as well. The experiences of seven artist-teachers were developed into portraits after interviewing, observing, and carefully reflecting on the context and voices of participants. The theoretical framework of Pedagogical Content Knowledge (PCK) by Shulman (1986), Community of Practice (CoP) by Wenger, McDermott, and Snyder, (2002), and Creativity by Feldman, Csikszentmihalyi, and Gardner (1994) allowed me to interpret and share the artist-teachers&rsquo; context as a hybridized and complex identity by incorporating one of the hallmarks of the Portraiture methodology: to portray success and find goodness in any lived experience. Findings indicate that teaching by intuition rather than teaching by design taps into a variety of creative sources when reflecting upon artist&rsquo;s practice and process in relationship to pedagogical practices.</p><p>

<p> Physicians are increasingly being called on to lead healthcare systems of all sizes. Healthcare organizations are looking to physicians as leaders because they are able to provide clinical insight coupled with operational acumen necessary to improve these complex systems (Angood &amp; Birk, 2014). Despite the increasing need for physician leaders, few physicians have been formally trained to develop leadership skills (Gabel, 2012; Osborne, 2012). Some research has shown a link between leadership skill development and peer teaching experiences via incidental learning (Dandavino, Snell, and Wiseman, 2007; Ten Cate &amp; Durning, 2007a; Micari, Gould, &amp; Lainez, 2010; Vira, 2015). The purpose of this study was to explore the relationships among peer teaching experiences during undergraduate medical education (UGME) and self-reported leadership practices in medical residency. Data were gathered from medical residents utilizing a three-part survey instrument. This instrument was comprised of one open-ended question regarding qualities of the ideal leader of a medical team; the Leadership Practices Inventory (LPI), a leadership practices self-assessment tool; and a series of residency program, peer teaching experience, and demographics questions. The open-ended question was analyzed utilizing qualitative techniques. Quantitative data were analyzed via a series of multivariate analyses of variance (MANOVA). Overall results demonstrated significant relationships between leadership practices and overall peer teaching, tutoring, and groups based on internal medicine residency program. Qualitative findings added nuance to the quantitative findings. Results from this study may assist medical schools in developing leadership skills in medical students via incidental learning methods. </p><p>

<p> This study explored the experiences of 10 adults who had experienced academic challenges during their studies, yet were able to return to academic studies and complete one or more graduate degrees. The participants were separated into two groups. <i>Group A</i> participants experienced academic failure and were asked to withdraw from their academic programs. <i> Group B</i> participants experienced significant academic challenges, but not to the point of being asked to withdraw from their academic programs. Members of both groups returned to studies, and completed at least one degree. The qualitative study applied narrative inquiry to gather the in-depth stories of the participants. The findings indicated that to succeed, all participants underwent either an internalization or transformation process that compelled them to commit to and succeed academically. The key difference between the two groups is that <i>Group A</i> members experienced unique, transformative experiences when asked to withdraw from their respective academic programs. All participants adopted study strategies to help them succeed. These strategies included the adoption of mastery and/or performance-based approaches to improve their academic performance.</p><p>

<p> Andragogy, defined as, &ldquo;the art and science of helping adults learn&rdquo; (Knowles, 1980, p. 43) has been used in education and organizations for more than five decades. This philosophy was examined in this study to explore to what extent Andragogy was being used, and perceived to be used, by the coach in a collegiate athletic program. Interviews, observations, and surveys of the coach, along with questionnaires, surveys, and focus group sessions of the student-athletes were used to determine whether an andragogically based coaching approach positively affected the performances and outcomes of the participants. By utilizing an adaptation of Henschke&rsquo;s (1989) Modified Instructional Perspectives Inventory (MIPI) the coach&rsquo;s as well as student-athletes&rsquo; perceptions of the andragogical model were examined, recorded, and scored. The coach and student-athletes were also asked to score their most important needs as a learner, using the assumptions Knowles employed to characterize the adult learner. The study concluded that although Andragogy and its principles and practices were not previously known or understood by the coach and student-athletes, there was a high degree of parity between the principles and practices of a successful sports coach and that of Andragogy. What appeared to be new revelations in concept and practice were the notions of the Learning Contract (LC) and Self-Directed Learning (SDL), both of which were being used by the coach in an informal manner. Although not categorically concluded in the study that Andragogy would guarantee better results, the coach confessed that he saw both Learning Contracts and Self-Directed Learning as a way of enhancing his approach to becoming a better coach with increased skill to help unleash the potential, responsibility, and independence of his athletes. The adoption of andragogical principles and practices were acknowledged as an approach that could greatly add to Coach Owen&rsquo;s style and approach in dealing with his athletes, especially the very competitive. Future studies of this nature will be useful in promoting Andragogy and in the education of coaches. </p><p>

<p> Retaining novice teachers in a Northeast Florida county public school is an ongoing challenge. Research indicates that 14% of new teachers will leave the field within 5 years. The purpose of this case study was to investigate the major factors that contributed to this unique group of novice teachers&rsquo; decisions to continue to teach at the school during their first 5 years in the field. The societal model served as the conceptual framework for this study of factors affecting teacher turnover, with emphasis on teacher and school characteristics in relation to teacher attrition. Data collected from 9 interviews and an observation and analyzed inductively were used to answer the key research question about what factors contributed to new teachers&rsquo; retention. The findings of this study indicated that teacher preparation, administrative support, school environment, working conditions, and student characteristics influenced teacher retention at the local site. Recommendations that stemmed from the findings were formulated into a proposal for a new teacher professional development series that the participating school can use to improve new teacher retention rates. This study promotes positive social change by implementing measures to stabilize new teacher retention rates, which will improve student learning and promote academic success by creating stability in the learning environment.</p><p>

<p> The purpose of this qualitative study was to explore the transitional experiences of foster youth college students. The study explored how foster youth experienced moving into, moving through, and moving out of the college environment and what resources and strategies they used to thrive during their college transitions. In addition, this study investigated what perceived influence placement change had on their college experience. Semi-structured interviews were conducted to develop a greater understanding of 22 foster youth who were attending or had graduated from a 4-year university. Schlossberg&rsquo;s adult transition framework was utilized to provide a critical lens for analysis and understanding of their unique transitional experiences as college students. Four major themes emerged: fear of the next chapter, motivation, support, and continued struggles. Recommendations based on the findings include policy to expand financial support for youth and campus support programs and practice efforts to improve mental health and wellness services in addition to specialized transitional programming for graduating students.</p><p>

<p> In the United States, out of 100 Latina/o elementary students, only 0.3 will complete a doctorate degree. Latinas/os as a fast-growing minority population in the United States continue to be invisible in higher education. The underrepresentation and limited empirical research of Latinas in advanced degrees calls for immediate attention to the inequities existent within the Latina/o educational pipeline. Drawing from a Latina/o Critical Theory analysis, this qualitative study explores the experiences of 12 Latinas from an Educational Leadership Doctoral program. In addition, a microaggressions analytical tool was employed to understand the types, context, effects and responses of and to microaggressions in the doctoral experience of the women. The interviews, revealed that although the Ed.D. was supportive contrary to traditional doctoral programs, Latinas continue to face systemic and institutional oppression at the doctorate level. Despite the negative experiences, the women utilized various support systems and resiliency to successfully navigate their doctoral program.</p>

<p> College application behaviors among students who are similarly prepared vary by socioeconomic status. Recent research suggests that undermatching is a growing trend, especially among low-income students. Undermatching has detrimental consequences for students who possess the potential to succeed at a selective college, but fail to apply, leading to reduced student success and poor economic outcomes. While literature about factors that affect a student&rsquo;s decision to attend college is abundant, a focus on the selection of college is still limited. A literature review examined how college choice changed over time, and how future trends in students&rsquo; college application behaviors might develop.</p><p> This quantitative study used a cross-sectional survey design. Demographic variables were collected along with the results from the Aspects of Identity Questionnaire (AIQ-IV). A paper-and-pencil survey was used to collect data about participants&rsquo; race, gender, academic achievement, socioeconomic status, identity orientation, and college choices. In this study, college choice was measured by college selectivity scores, which are annually assigned by the <i>U.S. News &amp; World Report.</i> Surveys were administered to 341 twelfth grade students in a California public high school.</p><p> Results revealed that both race and academic achievement are significant predictors (<i>R</i>² = .422) of college selectivity. Inferential analysis reported that Asian participants (<i>M</i> = 2.75) had a higher mean college selectivity score than Filipino (<i> M</i> = 1.91) and Latino/a (<i>M</i> = 1.99) participants. These findings suggest that Filipino students require support systems that may be different from those available to Asian students.</p><p> The findings also suggest that academic achievement is associated with participants&rsquo; college choices. Participants who reported high academic achievement levels had higher college selectivity scores, regardless of socioeconomic status, concluding that undermatching was not found for low-income participants at this research site. This is noteworthy because it is different from what literature reports is a negative outcome among low-income students. This suggests there may be external factors that can have a positive impact on college choices in order to overcome the typical effects of social class on college attainment. Future research can investigate policies and practices at high college-matching schools to explain how to improve college application behaviors.</p>

<p> Engineering students entering the workforce often struggle to meet the competency expectations of their employers. Guided by constructivist theory, the purpose of this case study was to understand engineers&rsquo; experiences of engineering education, deficiencies in practical skills, and the self-learning methods they employed to advance their technical and professional competencies. Working engineers were asked about their experiences overcoming practical skill deficiencies and bridging the gap between education and practice. Interviews with 15 chemical, civil, mechanical, and electrical engineers were analyzed by coding for common statements and identifying themes. Firsthand experiences of the participants captured 3 themes: overall perceptions of engineering education, deficiencies in skills, and self-learning experiences. According to study findings, engineering education did not supply sufficient practical skills for working engineers. The study also provided descriptions of training and self-learning methods employed by practicing engineers to advance their technical and professional competencies. The study found that although universities might provide some practical skills through industry collaboration, engineering graduates still required professional development to ensure a smooth transition from academic learner to acclimated working engineer. The project is a practical training, developed for recent graduates, that could achieve positive social change by making strides toward bridging the gap between theory and practice for the participants. This study may also incite positive social change as it contributes to the evidence that there is a lack of practical experience in colleges of engineering, which may therefore improve their curriculum.</p><p>