Creating a learning environment for college students that promotes values and ethical decision-making presents challenges regardless of institutional type. Identifying the student perceptions of institutional values provides some guidance for higher education leaders as they consider the role of the institution in promoting values in education. The educational significance of this study was to advance the body of knowledge regarding the ability of public institutions to effectively communicate values to students. By conducting a survey, the Character Education Values and Practices Inventory (CEVPI) developed by Chen (2005), for a sample of undergraduate students enrolled in their junior year, this study provides some evidence of student perceptions of institutional values at one public research I institution. The researcher also examined faculty and administrator perceptions of institutional values by administering the CEVPI to a purposive sample of faculty and administrators at the same institution. This study explored student engagement in the campus culture as one factor that contributed to their perceptions of such values. One goal of the research was to gain a greater understanding of student perceptions of values may aid university faculty and administrators in the evaluation of existing initiatives intended to communicate institutional values. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. / Spring Semester, 2007. / March 14, 2007. / Institutional Values, Student Perceptions / Includes bibliographical references. / Robert A. Schwartz, Professor Directing Dissertation; Diana Rice, Outside Committee Member; Joseph Beckham, Committee Member; Jon Dalton, Committee Member.

The purpose of this study was to explore the use of part-time faculty at three Florida community colleges using a case study design. The in-depth analysis helped to describe who serves as part-time faculty and illuminate the reasons they teach as adjuncts. In addition, the researcher analyzed the policies in use for part-time faculty at selected community colleges in Florida and determined how adjunct faculty are affected by these policies. Finally, within the context of the community college, the study analyzed the job satisfaction of the adjuncts as it pertains to job satisfaction theory and how their perceptions and experiences differed. A multi-site case study was conducted at three community colleges in Florida. These institutions were designated as Rural Community College (RCC), Transfer Community College (TCC), and Urban Community College (UCC). Each institution was selected based on availability, demographics, and location. Focus groups, one-on-one interviews, and telephone interviews were utilized to collect data for interpretation. Collected data was used to address the following research questions: 1. What are the demographic characteristics and academic backgrounds of the participants of the study in the three community colleges studied? 2. What are the reasons for teaching part-time of the faculty members in the three community colleges studied? 3. What are the job satisfactions and dissatisfactions of the part-time faculty in the three community colleges studied? 4. Are there differences in the perceptions or experiences of the community college part-time faculty studied? 5. What are the institutional influences and policies affecting the use of part-time faculty at the community colleges studied? In analyzing the data, the following demographics of the 26 participants were found: Fifty percent of the participants were between the ages of 46 and 60. The gender breakdown was 62% women and 38% men, and 77% of the participants were white. All but two adjuncts had their Master's degree, and five held doctoral degrees. Fields of study ranged from mathematics to remedial level reading with more than 10 fields of study represented. There was a combined total of 170 years of adjunct teaching experience with a mean number of years of eight. Eleven participants worked only as part-time instructors, and nine of the participants worked full-time outside of teaching. The remaining adjuncts worked as part-time instructors with additional part-time jobs. Thirty-eight percent of the adjuncts were pursuing full-time positions, and 15% had other career aspirations; the remaining 47% were content with working as part-time faculty. Numerous reasons were given by the participants for teaching part-time. Some of the most discussed reasons included the following: love of teaching, employed full-time outside the institution, seeking a full-time position, desired experience, wanted part-time only position, liked the flexibility, needed income, enjoyed working with students, enjoyed the community college environment, and derived great personal satisfaction from teaching. There seemed to be a high level of satisfaction with teaching itself and with teaching students at the institutions. Satisfaction with the institutions varied with dissatisfaction usually resulting from the level of pay and number of classes they could teach. The majority of the participants had high levels of satisfaction with the full-time faculty they encountered. However, satisfaction with other adjuncts was lower because many of the adjuncts had little or no interaction with other adjuncts. One of the highest levels of satisfaction came with support faculty, the office assistants and secretaries. Most of the adjuncts were satisfied with the department administrators. Satisfaction with office facilities varied. Dissatisfaction was the highest in those who were looking for a full-time position and wanted to be more integrated into the institution. Recruitment, orientation, and integration could all be improved according to the participants. Satisfaction with integration often depended on whether or not the individual was interested in a full-time position. The greatest level of dissatisfaction was with compensation and benefits. For those who were dependent on the income of the part-time position, income and benefits, to a lesser degree, were significant motivators, and the low level of pay impacted their satisfaction levels adversely. For those in full-time positions or with outside income sources, income served more as a hygiene factor. All adjuncts felt they should be paid more for what they were doing. For those who needed medical benefits, there was a high level of dissatisfaction with the lack of benefits. Another area of dissatisfaction was with evaluations. Although most of the adjuncts appreciated and utilized the student evaluations, they wanted more input from their peers and superiors. For those who had been evaluated by a faculty or supervisor, the adjunct often felt that the evaluation was conducted in such a way as to fulfill an obligation instead of providing useful and constructive criticism and suggestions. Overall, the adjuncts were satisfied, and even with the problems they faced, the majority of them admitted that they would continue to teach as an adjunct. In analyzing the findings, the separating factors were dependency on income and the perceived equitability of the income in respect to full-time faculty's salaries. All part-time faculty felt they should be paid more for what they were doing whether or not their satisfaction level with income was high, and they felt their pay should be equivalent to full-time faculty. Based on the findings, a job taxonomy was created that categorized adjuncts into three distinct groups: 1. Dependents were teaching because they needed income and many needed the benefits, too. Also, teaching as an adjunct was the primary, if not sole, source of income. Their perceptions were influenced significantly by their need for money or need for a full-time position with benefits. 2. Stables were adjuncts who had other sources of income either from a full-time job, their spouses, retirement, or other ventures, which provided financial stability. Stables seemed to be much more satisfied with every aspect of being an adjunct. 3. Interims included the remainder of the individuals, most of who were in transitional phases in their life. The following recommendations were suggested to improve job satisfaction levels among adjuncts: 1) improve compensation, 2) develop a benefits program, 3) develop a strong infrastructure, 4) improve orientation, integration, and socialization, 5) improve the evaluation process, 5) provide for quality control, 6) provide for job security, and 7) improve the recruitment and hiring process. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2004. / October 2, 2003. / Experiences, Perceptions, Job Satisfaction, Higher Education, Recommendations / Includes bibliographical references. / Joseph C. Beckham, Professor Directing Dissertation; James P. Sampson, Outside Committee Member; Barbara A. Mann, Committee Member; Beverly L. Bower, Committee Member.

The aim of this study was to develop and field test an instrument that provides an efficient and scholarly tool for exploring curricular beliefs of preservice teachers in the area of early childhood education. The Early Childhood Curricular Beliefs Inventory (ECCBI) was developed through procedures that evaluated the content validity of identified statements, explored the criterion and construct validity, and assessed the internal reliability of the instrument. Through a literature review, four predominant approaches to early childhood education (Developmental Interaction, Cognitive Developmental, Behavioral, and Sensory Cognitive) and four associated models of implementation were identified (Developmental Interaction, HighScope, Direct Instruction, and Montessori). Six areas, in which each of the above differed, were identified: the view of the child, role of the teacher, resources utilized, curricular emphasis, assessment methodology, and characteristics of the learning environment. A panel of experts classified and sorted a total of 182 statements, and 72 items were subsequently organized into an instrument consisting of four subtests corresponding to the identified curricular models. Scoring of the instrument included recording Likert-scale responses for each statement to a score key divided into four sections, or subtests, representing each curricular model. Scores for each section were added and compared. The subtest with the lowest score was deemed most representative of a respondent's curricular beliefs. Data gathered through field testing of the instrument with practitioners were used to explore further content validity through a factor analysis, criterion validity, and construct validity. Results of a second field test of preservice teachers and the results of the first field test (practitioners) were used to assess internal consistency reliability. Analyses appeared to support content, criterion, and construct validity as well as reliability of the 72-item ECCBI. In an effort to reduce the length of the instrument and to make it less cumbersome, results of the factor analysis were used to create a 24-item shortened version of the ECCBI. Six items representing each of the four subtests having the strongest factor loadings were identified as appropriate statements and were then organized into an alternative instrument. / A Dissertation submitted to the Department of Elementary and Early Childhood Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester, 2004. / April 30, 2004. / Early Childhood Education, Preservice Teacher Education / Includes bibliographical references. / Charles Wolfgang, Professor Directing Dissertation; Elizabeth Jakubowski, Outside Committee Member; Ithel Jones, Committee Member; Vickie Lake, Committee Member.

This dissertation examined the relationship between Asian international doctoral students' self-regulation on academic and social integration and explored how acculturation tendencies function as a mediator between self-regulated learning and academic and social integration. Previous research has indicated that self-regulated learning has a great influence on students' learning. Little research, however, has been undertaken directly regarding international students or doctoral students. Despite the fact that the number of international students has increased annually, there has been little research focused on how acculturation tendencies can influence the learning process, especially for Asian students. The framework of this study integrated self-regulated learning theory, acculturation, and academic and social integration perspectives to explore the relationships among Asian international doctoral students' learning experiences. It was proposed that students' self-regulated learning relates to their academic and social integration and that acculturation mediates between self-regulated learning and academic and social integration. This dissertation adopted a sequential explanatory mixed methodology, using an online survey to collect quantitative data in the first phase with follow-up interviews to collect qualitative data at the second phase. The researcher-developed survey, the Asian Doctoral Students' Self-Regulated Learning Survey, was created to gauge the participants' self-regulation, acculturation tendencies, and academic and social integration within their doctoral programs. A pilot study was conducted. There were 435 doctoral students who participated in the first formal survey phase followed by 12 interviewees with different acculturation tendencies in the second phase. After the data were collected, mediation tests and multiple regressions were used to examine the relationships between self-regulated learning, acculturation, and academic and social integration. A cross-case analysis was also employed to compare commonalities and differences in learning difficulties and strategies among acculturation tendencies in order to mobilize case knowledge for broader educational applications. Findings from this study showed that Asian international doctoral students' self-regulated learning related to their academic and social integration, but acculturation tendencies served as a mediator between self-regulated learning and academic and social integration. Students with different acculturation tendencies provided valuable accounts of their challenges and strategies during their time in the United States. Findings from this research help clarify today's Asian doctoral students' learning experiences in the United States. This is an important contribution to the existing literature about self-regulated learning, acculturation, and doctoral students' academic and social integration. Educators, policy makers, international centers, and higher education personnel can better understand the international student population and develop effective programs and policies to maximize international students' impact and improve their integration in their doctoral programs and institutions. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester 2015. / December 7, 2015. / Includes bibliographical references. / Tamara Bertrand Jones, Professor Directing Dissertation; Alysia Roehrig, University Representative; Shouping Hu, Committee Member; Brad Cox, Committee Member.

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