The purpose of this study was to explore the attitudes and action plans of North Carolina Emergency Medical Services (EMS) education leaders related to the impending policy initiative of national EMS education program accreditation. The study utilized a purposive sample of EMS education leaders in North Carolina, including the current program directors of nine nonaccredited associate degree programs in EMS in North Carolina and two administrative representatives from the North Carolina Office of EMS. Data were collected utilizing three different qualitative methods, including in-depth interviews, field notes, and document analysis. Five main recurring themes were derived from the data, including 1) accreditation will bring many benefits to programs that seek it, 2) accreditation will bring many challenges to programs that seek it, 3) the National Registry of Emergency Medical Technicians‟ decision to require national EMS program accreditation before graduates can take the national certifying examination had a resounding positive, but debatable effect on EMS education leaders in North Carolina, 4) accreditation will have a profound, positive effect on the EMS profession, and 5) the majority of the participants have an accreditation action plan. Overall, the attitudes of the participants towards national EMS program accreditation were positive. While numerous benefits were named by most of the participants, there still remains some question as to the benefits of accreditation. Participant concerns included lack of time and resources to prepare for accreditation and the overall cost of accreditation. The decision by the National Registry of Emergency Medical Technicians requiring candidates to graduate from an accredited EMS program by 2013 forced many participants into action, preparing for and seeking accreditation much earlier than if no deadline had been established. Accreditation is expected to elevate the EMS profession to the stature of other allied health and mainstream health professions, to improve salary, to establish increased levels of professionalism, and to create continuity in EMS education across the United States. Finally, the majority of the participants have established action plans to address the accreditation process. Recommendations were made for action by local, state and national EMS entities and were made for future research involving accreditation.

The purpose of this interpretive, multiple case qualitative study was to explore factors associated with presidential derailments in public research universities. The case studies involved interviews, document analysis, and observation. The population consisted of four public research universities in the United States. These varied and diverse sources of information produced the data for the investigation. The findings revealed five derailment themes among the four cases. These were: problems with interpersonal relationships, poor selection of advisors, flawed search processes, unethical behavior, and the failure of the president to change or adapt to the new organization upon assuming the presidency. Three of the five themes from public research universities related directly to Leslie and Van Velsor‘s (1996) derailment themes from the corporate sector. These were: problems with interpersonal relationships, inability to build or lead a team (poor selection of advisors), and the inability to change or adapt to the culture of an organization during a transition (failure to change or adapt to the new organization upon assuming the presidency). Finally, implications for preventing presidential derailments and for improvement in the presidential selection process are presented.

Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2006. / Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0486. Adviser: George D. Kuh. "Title from dissertation home page (viewed March 13, 2007)."

<p> Principals have tremendous influence on the schools they lead (Bamburg &amp; Andrews, 1990; Marzano et al., 2005). Certain leadership behaviors impact school level factors (Cotton, 2003; Hallinger &amp; Heck, 2010; Leithwood, Begley, &amp; Cousins, 1990; Marzano et al., 2005; Orr, 2003). To affect high levels of student achievement, school principals must be responsible for uniting diverse groups under shared purposes with purposeful emphasis on others rather than on self (Cotton, 2003; Hallinger &amp; Heck, 2010; Leithwood, Begley, &amp; Cousins, 1990; Marzano et al., 2005; Orr, 2003). Effective programs in educational leadership preparation include cohort-modeled groupings, among other features (Davis et al., 2005). Because cohorts are a feature of effective programs, yet few aspiring school leaders are prepared through cohort-based programs (Browne-Ferrigno &amp; Muth, 2009), a concern regarding a problem of practice is raised. </p><p> The purpose of this study was to explore how aspirant school leaders experience the acquisition of leadership practices within their educational leadership preparation program and to contribute to the empirical understanding of how to best prepare school leaders for successful practice. This study was designed to examine: How do school leaders make meaning of their experience in a principal preparation program? In what ways do their experiences support the development of communitarian leadership? </p><p> The sample included nineteen school leaders who were alumni of a university-based educational leadership preparation program. Participants were interviewed using a basic interview protocol that followed the semi-structured approach for interview technique outlined by Moustakas (1994). The data analysis was carried out in the stepwise manner, using Atlas.ti 7.0 to code and group significant statements from the interview texts and using a basic memoing process to address any concerns of subjectivity. </p><p> Leaders who experienced preparation activities, including activities that gave them practice leading diverse individuals to shared outcomes articulated how preparation influenced the development of communitarian leadership skill, including relationship-building, communication, and values-identification. Communitarian leadership, which includes leadership actions linked to improved school-level outcomes (Marzano et al., 2005), may have utility as a framework for developing aspiring principals through formal preparation programs.</p>

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Carolyn M. Shields. Includes bibliographical references (leaves 180-192) Available on microfilm from Pro Quest Information and Learning.

<p> The roles provided by academic support staff workers are critical for institutions, yet the workgroup is often overlooked or underrepresented in scholarly research. Performance appraisal is a necessary component of employment and support staff should experience justice in the appraisal of their performance. The appraisal process for workers should match position descriptions and should align with departmental and institutional strategic goals. A qualitative, phenomenological, interview-based approach was selected for this study. One-on-one interviews occurred to explore the perceptions of human resources administrators at two-year, non-profit community colleges located in three Midwest states in the United States of America. Success in performance appraisal can be realized when all workers, at all levels of the institution, are knowledgeable of the reason for performance appraisal and use of the information. The findings of this study are consistent with existing studies, but increase the knowledgebase with new information. Data analysis resulted in identification of major themes and anomalies among the responses. Identified themes were: (a) annual performance appraisal frequency, (b) appraisal review meetings, (c) recordkeeping practices, (d) performance appraisal training insufficiencies, and (e) collaborative decision-making. Identified anomalies were: (a) probationary or orientation performance appraisal, (b) annual anniversary, or hire date, appraisal, rather than same-date annual appraisal, (c) digital management and storage of performance documentation, and (d) coaching or mentoring performance appraisal, rather than Likert-type scale or descriptive phrase performance rating practices. Perspectives and instances of injustice in the appraisal process can cause dissatisfaction and detrimental effects for workers and the institution.</p>

Determining the criteria and then evaluating schoolyard environments is a challenge due to the myriad aspects of what may constitute successful design of schoolyards. The intention of this study was to identify the design elements, qualities, or processes of elementary schoolyards that determine the success of these environments. Descriptive and comparative data analyses were conducted following the distribution of questionnaires and the application of criteria checklists to a sample of public elementary schools in Tucson, Arizona. The discovered patterns contributed information as to how well these schoolyards are providing a successful outdoor experience for staff and children, as well as what factors determine that positive outcome. The findings are useful for the design of future school outdoor environments and the redesign of existing schoolyards in Tucson and the Southwest, and may be applicable in other regions.

<p> A qualitative case study methodology was used to determine what drives three Protestant stand-alone theological institutions attempting to become more diverse communities and what role their mission plays in seeking the change they desire. This study focused on Daryl G. Smith&rsquo;s dimension of institutional vitality and viability with the hope that institutions can make changes that are sustainable beyond the life of individual programs and institutional leadership. The overarching research question that guided this study was: <i>What are the benefits of promoting increased engagement with diversity through the curriculum, campus climate, and policies affecting students and staff in theological higher education?</i> This study employed phone and in-person interviews with four administrative staff at The Association of Theological Schools (ATS), four second-year students, four faculty and four administrators from Peace Theological Seminary, Joy Theological Seminary and Unity Theological Seminary. The purpose of these interviews was to review the diversity and inclusion strategies implemented at these institutions. </p><p> Utilizing Smith&rsquo;s conceptual framework, the results identified that all three institutions share two particular diversity drivers: a biblical mandate and their mission. All three were making some level of progress in matters of diversity and inclusion in certain areas of its institutional life. None of the participants believed their respective institutions were coordinating and monitoring efforts effectively. These institutions appreciate and celebrate diversity of individuals and groups, as long as, at the institutional level or societal level, things remain neutral. One of the three institutions was identified as having the most potential to sustain their diversity efforts over a long period of time as a result of their geographical location and institutional history.</p><p> This study also examined the intersection of diversity and social justice within the theological term of imago Dei (image of God) which emphasizes that all people are created in God&rsquo;s image and are worthy of respect. The study also analyzed internal organizational structures, leadership behaviors and the initiatives that are bringing some form of transformation, particularly in regard to the centrality of diversity in the mission and planning processes. The final goal of the study was to identify how these institutions can make changes with social justice imperatives that are sustainable beyond the life of individual programs, institutional leadership, and reactive traditional patterns that emerge when the campus is disrupted by a diversity crisis. The study concluded with a review of multiple sustainable strategies that leadership can employ to overcome obstacles and create significant institutional achievement in the area of diversity and inclusive excellence.</p>

This study investigated the leadership styles of elementary school principals from selected Southern Arizona school districts. A quantitative methodology was used to investigate possible differences in the styles of participants based upon socioeconomic context. Leadership style was determined using the Leadership Effectiveness and Adaptability Description (LEAD-SELF) instrument (Hersey & Blanchard, 1979). Possible relationships between selected contextual variables of the principal and his/her school community and leadership style were also examined. The constant comparative method was utilized to add further meaning, depth, and texture to the study goals. The data were collected from 47 elementary school principals from selected school districts in Southern Arizona. The data were analyzed using independent group t tests for possible differences in each of the leadership styles and style adaptability based upon the independent variable. The Pearson Product Moment Correlation was used to investigate possible relationships between selected principal and school demographic variables and leadership style. Finally, in-depth interviews were conducted with a selected principal from each of the five participating school districts. The study suggested that there were no significant differences in leadership style or style adaptability between the two groups. There was a significant relationship between the delegating leadership style and school enrollment. Otherwise, none of the relationships between principal/school characteristics and leadership style/adaptability were significant. There were two additional findings. The first suggested a significant relationship between percentage of students on free and reduced lunch and percentage of minority students. The second finding suggested a significant negative relationship between percentage of students on free and reduced lunch and enrollment. The in-depth interviews revealed several emergent themes including the constancy of principals' core values, beliefs, and style of leadership. Another major theme was the importance of understanding the school community, situation and how this might impact practice and school programs. Recommendations that emerged from this study included training in situational leadership as important knowledge for leaders in all environments, the importance of high-relationship behavior in school leadership, possible impact of school environment upon leadership practice, and possible benefits of providing specialized training for principals about effective practice based upon contextual variables.

This research project represents the first national effort to examine the evaluation system implemented in the Brazilian higher education system to assess undergraduate education and determine its usefulness as an information tool for public policymakers. Due to the significant postsecondary education enrollment growth since 1995, concern about the quality of undergraduate programs has dominated the agenda of higher education. With little research available to inform policymakers, no general principles exist to guide public policy formation. A quantitative approach is used to explore the relationships between the quality of programs assessed by the program evaluation (ACO) and student performance at the exit exam (ENC). The data originated from three national databases in Brazil: the student exit exam (ENC) database, the evaluation of educational conditions (ACO) database, and the national information system for higher education (SIEdSup). The final sample comprises 77,085 undergraduate senior students from 698 undergraduate programs in four academic fields: Administration and Law (the largest fields), Civil Engineering (technological field), and Dentistry (a very selective field). Findings from this investigation offer strong evidence to conclude that administrative control is a higher imperative than institutional type. Public institutions, especially federal and state institutions, provide education at a higher quality level than private institutions. In regard to the educational conditions, faculty is undoubtedly the most critical resource for success in college, although student learning can be enhanced by having good quality curriculum and facilities. Lastly, SES background and program selectivity were significant predictors of student performance. The findings from this research project lead to three general principles that are helpful in informing public policymakers. Investment in public education pays, as the educational outcomes of public institutions were higher than those from private institutions. Investment in faculty is required to promote high quality education, which in turn does not require high quality facilities. Investment in graduate education is extremely necessary in this period of rapid enrollment growth, particularly to provide institutions of higher education with more qualified faculty and reduce the existing gap between elite and non-elite institutions. Other implications and recommendations are also discussed.