<p>This dissertation examines the implications of the adjunct phenomenon on higher education. The researcher utilized multiple case study and document analysis to identify the major implications the adjunct phenomenon has on higher education through the framework of organizational culture and leadership as well as the concept of the herd. This was explored through the study of adjunct faculty perceptions of the adjunct phenomenon, the shift from tenure-track to non-tenure track faculty, hiring, implementation, and employment practices for adjunct faculty. The results of this study support the conclusion that the adjunct phenomenon is impacting higher education, specifically recruitment, retention, organizational culture, and faculty resources. The findings suggest that the negative impacts of the adjunct phenomenon are experienced through the matriculation of limitations on higher education through the state of Louisiana. Additionally, departments have the power to impact the adjunct phenomenon experienced in their department through making changes to recruitment and retention practices as well as the development of organizational culture, utilizing the concept of the herd.

<p> This study explored the role of school superintendents and board of education trustees in closing the achievement gap, which can be defined as &ldquo;the disparity in academic performance between groups of students&rdquo; (Muhammad, 2015, p. 14). District leaders (superintendents and school boards) set the priorities in their school systems and have the power to promote or thwart educational equity (Skrla, McKenzie, &amp; Scheurich, 2009). The purpose of this qualitative study was to highlight effective practices of superintendents and school boards that have prioritized closing achievement gaps and have succeeded in narrowing them. This study involved four case studies and made use of interviews, observations, and document review. The data revealed that the most formidable challenges to closing achievement gaps were increasingly diverse student needs, stakeholders&rsquo; deficit-thinking about students, lack of family engagement, and financial obstacles. In order to overcome those challenges, the researcher found that superintendents used various strategies, including setting a vision for equity at the district level, using data to drive decision-making, hiring quality teachers and leaders, using district funds resourcefully, providing rigorous curricula for students, and creating innovative academic and non-academic programs for students. Although there is academic literature on the challenges that school superintendents face in closing achievement gaps and the strategies that they have used to overcome them, there is a lack of research on how superintendents and their school boards collaborate to narrow achievement gaps. The aim of this study was to address that gap in the literature. Data revealed that district leaders collaborated to narrow gaps by setting district visions, goals, and policies, sharing information, and partnering on the budgeting and hiring processes. </p><p>

<p> This qualitative case study was designed to investigate graduate assistantships at the University of Central Missouri (UCM). Specifically, the researcher sought to understand how assistantships prepare graduate students for real world practices, provide a place to perfect their leaned skills, and assist with professional goal attainment. Participants of this study included current graduate assistants, previous graduate assistants, university leadership, and supervisors of graduate assistants. The conceptual framework of this research study incorporated Kolb&rsquo;s (1984), Experiential Learning Theory. This theory was chosen because it gives credibility to the concept that graduate assistantships can enrich learning and professional development (Johns, 2001; Kolb, 1984).</p><p> Data collection for this study consisted of individual interviews, a focus group and an online survey. Furthermore, data validity and reliability were enriched through strategies such as triangulation, adequate engagement in collection of data, member checking, and rich thick description (Creswell, 2014; Merriam &amp; Tisdell, 2016; Seidman, 2013). Analysis of the data revealed topics such as professional development effectiveness, opportunities and experience, and the organizational value of graduate assistantships. This information provides concrete evidence pertaining to the benefits and value of graduate assistantships at UCM.</p><p>

<p> The purpose of this qualitative case study was to identify the critical information components that school leadership and first responders in K-12 schools must receive to support decisions leading to successful outcomes with managing critical incidents. Critical incidents are instances that range from a rumor of an incident may or may not happen such as manmade, natural disasters, severe weather, active threat or active shooter. These types of incidents can begin without a warning or notice, which conveys the essence of this study on preparing school leadership to manage critical incidents in K-12 schools. Methods for planning, preparation, and communication of critical information to school leadership and first responders were explored. There were 13 school leadership and seven first responders who were experienced in managing critical incidents in K-12 schools and were interviewed face-to-face or by telephone. The participants responses were recorded, transcribed, and evaluated to identify common themes identifiable to managing critical incidents. The rate of reoccurrence of word frequency were used to sort the interview transcripts. The analysis of the interviews revealed six themes; managing critical incidents/experience; planning/preparation; collaboration; communication; emergency crisis management team/implementation; and debriefings. School leadership for K-12 schools can gain understanding related to critical incident response and advance communication because of these findings.</p><p>

<p> This study explored the perceptions that radiography faculty and students have of professionalism in health care. The purpose of this qualitative multiple case study was to understand the substance and the meaning that radiography faculty and students give to professionalism. Learning professionalism in the imaging sciences necessitates emersion in authentic experiences, which the authors call "legitimate peripheral participation," so that skills and didactic knowledge gained in a classroom can be applied in real situations among a community of experts in a field of study (Lave &amp; Wenger, 1991). The research explored the perceptions that RT educators and students have of professionalism by asking the participants to define and describe professionalism and identify what aspects of the professional were meaningful to them. An anonymous survey and focus group discussions were used to gather the perceptions of the participants. The target population for the study was nine faculty members or instructors and ten students from the radiologic technology program of a private, not-for-profit, multi-campus university. These sets of participants were chosen because their firsthand knowledge and experiences of professionalism in the radiography program could aid in addressing the main research and sub-research questions. Both groups defined RT professionalism in terms of respect, empathy, and ethics. Important and meaningful aspects of professionalism included giving competent, compassionate patient care and assisting with diagnosis. The findings revealed that three major areas of professionalism in the imaging sciences must be addressed: interdisciplinary education, intradisciplinary education specifically around professionalism, and the development and implementation of specific competencies that encompass professionalism.</p><p>

<p> As a result of federal legislation (ESSA, 2015) accreditation ratings of elementary schools are based on the performance of third through fifth grade students on the end of year assessments in the content subjects of reading and math. As a result of these requirements schools that fail to meet these standards are identified as Accreditation Denied in the Commonwealth of Virginia. Once a school receives this designation certain requirements are mandated by the Virginia Department of Education (VDOE) to assist in the improvement efforts toward accreditation. Two of these requirements are the implementation of a Comprehensive School Improvement Plan and the formation of a School Leadership Team. Schools and School districts implement a variety of approaches to the responsibilities of team members and the required components of school improvement planning. As a result of these approaches, toward school improvement processes and distributed leadership responsibilities, research confirms that when both are aligned with the needs of the school population improvement goals increase and accreditation ratings improve (Ahearn, 1998; Anfara et al., 2006; Benolieil, 2017; Bush &amp; Glover,2012; Cain &amp; Gunter,2012; Darling- Hammond et al., 1995; Dufour, 2004,2008; Elmore,2014; Fernandez,2011; Freeman &amp; Wilmes, 2009; Gronn,2000; Harris 2004,2008; hayge et al., 2014; Huber &amp; Conway,2015; Leithwood et al., 2004; Louis, 2015; Mintrop &amp; MacLellan,2002; Rigby,2013; Smylie,1992; Spillane, 2005; Wallace,2002). This study determined, through an instrumental case study, what the role of the school leadership team is in relation to the school improvement process in schools denied accreditation in the Commonwealth of Virginia. The theoretical framework of distributed leadership was used as the foundation for the conceptual framework for this study. This study provides a systematic approach to the development of the school leadership team through the distributed leadership framework and professional development for the School Leadership Team in the Instructional leadership responsibilities in elementary schools denied accreditation.</p><p>

<p> This mixed method case study examines the relationship between the authentic leadership of the pastor of Warsaw Community Church and his effectiveness as a leader in achieving the collective goals of the church from the perspective of his leadership team and direct reports. It examines how his level of authenticity affects the followers' desire to be a part of that authentic relationship. By using a quantitative method study the research assessed the following: (a) the authenticity of the pastor through self-assessment and follower feedback; (b) the leadership effectiveness of the pastor through self-assessment and follower feedback. The qualitative interview portion of the study provides insight and focus into how the level of the pastor's authenticity impacts his leadership effectiveness and the level of authentic relationship between the pastor and his followers. </p><p> The 12 participants took a combined Authentic Leadership Questionnaire (ALQ) and Lewis Pastoral Leadership Inventory (LPLI) online survey. Following the online survey, the interviews with the Founding Pastor's followers, three direct reports, the co-senior pastor and one chosen by the co-senior pastor, added to a richer understanding of the context and relationships.</p><p>

<p> Frontline nurse leaders are expected to lead staff while managing the work systems and processes on their units in addition to ensuring high quality and safe patient care is being delivered. It is not known if frontline nurse leaders who have been oriented with only onthe-job-training are competent and if a professional development program will improve their competencies and confidence. This project used a quantitative quasi-experimental design. The basic design elements for this project were the PCC curriculum and completion of the survey pre-and post-attendance. This project was conducted at an acute care, Magnet facility and included 20 frontline patient care coordinators. Data from the surveys were analyzed using SPSS 23. Spearman&rsquo;s rho was used, a nonparametric test which determines the strength and significance of the correlation between two measures, and ANOVA, a parametric method which determines whether there is a significant mean difference in some measure between two or more groups. The initial average competency ranking of the participants was 2.91, which reflects a just below competent ranking; paired-samples ttests were conducted which resulted with the average self-rated competency level of participants increasing by 27% to 3.69 post intervention. Implications for this research is far reaching, considering the impact frontline nurses have on nurse satisfaction and engagement, in addition to improved quality of care, patient satisfaction, and patient outcomes. </p><p>

<p> Youth in foster care experience significant deficits in their educational journey due to their experienced trauma and involvement in the child welfare system. The unique challenges for this at-risk group include lags in academic progress, increased disciplinary and special education referrals, frequent mobility and transition in home and educational settings, and decreased opportunities for post-secondary education and employment. This study looks at these needs through the lens of Maslow&rsquo;s Hierarchy of Needs, that through fulfillment of lower-tier basic and psychological needs foster youth will reach the upper tier of self-actualization where learning can take place. Based on the idea that all foster youth have experienced some level of trauma, with many having experienced moderate to severe trauma, the researcher aimed to determine the types of trauma informed interventions which best met the needs of youth in foster care with a specific focus on an existing mentorship program. This study intended to determine whether this form of intervention adequately met the social-emotional and academic needs of foster youth. To this end, surveys, focus groups, and individual interviews were conducted with primary stakeholder groups of teachers, mentors, foster parents, and former foster youth over the age of 18. The results demonstrate positive effects from an on-site staff mentor, as long as they receive sufficient training in the specific needs of foster youth and understand the importance of confidentiality. With these concerns addressed, mentorship programs serve the unique needs of foster youth within the secondary academic setting.</p><p>

<p> The purpose of this dissertation study was to explore the leadership attributes of special education central-office administrators. Using Senge&rsquo;s five disciplines of the learning organization and Marzano&rsquo;s 21 responsibilities of the school leader, this multicase study sought to discover the attributes of a special education leader. The focus of this dissertation study was to explore what leadership traits exist across systems-level special education leaders. </p><p> To understand special education leader engagement at the central-office level, interviews and observations were completed with special education leaders willing to participate in the research study. Additionally, each participant was required to submit a copy of his or her resume to the researcher. A multicase-study approach was used to analyze the attributes of each leader involved in the dissertation research. </p><p> The study analysis revealed that special education leaders in the State of Maryland demonstrate leadership attributes related to Senge&rsquo;s five disciplines of the learning organization and Marzano&rsquo;s 21 responsibilities of the school leader. Findings expanded the existing literature to include an analysis of special education leadership at a systems level.</p><p>