<p> Using semiotics theories as a guide, the qualitative examination of storytelling literature and current storytelling practitioners provides research support for a list of storytelling components. Analysis of story building components discovered from literature in comparison to the results from research questionnaire responses by current storytellers confirms the existence of a historic list of regularities in storytelling practice. The analysis of current storytelling literature, narrative research literature, and historic Western European literature enables the development of five descriptive statements guiding the formation of a story. The comparison of the beliefs and practices of current storytellers to the five descriptive statements guiding the formation of a story provide a research method confirming regularities in storytelling practices across historic and ethnic boundaries. The resulting list of story components support the central research question.</p>

<p> The following document offers a qualitative case study in the field of adult and community education from an educational leadership perspective using baseball as an adult learning tool. Relevant existing theories (adult education, lifelong learning, adult learners, and certain leadership practices) for successful facilitation of historical baseball research were examined. The study focused on a purposeful sample population upon which a pilot study was conducted, revealing the experiences of adult self-directed learners who produce the seminal work in their field as an avocation. The findings of this study included, but are not limited to, the passionate approach the study group members have for their subject matter, their love of learning, and the self-directedness of nonformally trained research historians using baseball as an adult learning tool. The findings also revealed the group members belief in the academic worthiness of baseball history, and their willingness to share their work with others to advance the field.</p>

<p> The terms leadership and leader development are often used synonymously. However, there are different outcomes and needs associated with each type of development. Even with these differences, both types of developments may be needed to help individuals master leadership skills effectively. This study explored the critically formative processes and influences contributing to a leader&rsquo;s leadership formation and development. A framework of adult cognitive development, identity development, and spiritual development offered areas where an individual may need development for leadership, while a framework of social cognitive theory, andragogy, and transformational learning offered insights into the process of development and transformation. By using phenomenography as the research method, this study aimed to find the variation of the phenomenon and describe leadership development as the participants experienced it. This information may help organizations and individuals who are trying to develop future leaders understand critically formative processes and influences contributing to a leader&rsquo;s leadership formation and development. </p><p> The research found four categories related to the participants&rsquo; leadership development experiences within Leadership Tuscarawas and one category based on past experiences outside of the program. These categories were: (a) learning from others, (b) becoming aware, (c) building relationships, (d) emotions and feelings, and (e) leadership development experiences. Each category gave insights into what Leadership Tuscarawas alumni experienced within a leadership development program.</p><p>

<p> Leadership in the 21^st century continues to be an ongoing concern and challenge for leaders and followers alike. According to the Servant Leadership Theory (SLT), individuals with a natural desire to serve have the potential to become servant leaders, lead unselfishly, and demonstrate leadership through authenticity, humility and trustworthiness that focuses on the one-on-one relations with the follower (Greenleaf, 1977). The following research questions guided the study: (1) What are the servant leadership behaviors of GED graduates? (2) To what extent are the servant leadership behaviors of GED graduates affected by their selected demographic characteristics? </p><p> The study took place in South Texas. The GED participants (n = 75) were scholarship recipients of the Education is Our Freedom GED College Scholarship Program (EIOF). A 2-part survey instrument, the Servant Leadership Questionnaire (SLQ), was developed by the researcher. The first part was designed to measure the servant leadership behaviors, utilizing a previously published instrument. The second part was designed to collect the selected demographic characteristics of the respondents. A web-based version of the SLQ was used for the purpose of data collection, utilizing Qualtrics survey software. A series of descriptive and inferential statistical techniques were used to analyze and report the data. Due to non-experimental nature of the study, no causal inferences were drawn. </p><p> The respondents were predominantly Hispanic and female, likely to be attending a 4-year university full-time and employed part-time. A typical participant was 27 years old. Analysis of the data showed that the study participants demonstrated agreement with serval leadership behaviors. Specifically, Conceptual Skills and Emotional Healing were ranked the highest, followed by Behaving Ethically, Creating Value, Helping Others Grow, Empowering Others, and Putting Others First. The behaviors were not impacted by the overwhelming majority of the respondents&rsquo; selected demographic variables that were investigated in the study. The three exceptions were age in association with Helping Others and years of attending college&rsquo;s associations with Empowering Behaviors and Putting Others First. </p><p> The study&rsquo;s findings are helpful in offering practical implications. For example, servant leadership training sessions can be developed for GED graduates to add to their leadership skills. Through practice of servant leadership behaviors, GED graduates may contribute to the society by giving of their time, energy, and resources to serve others. Practicing servant leadership may facilitate higher education, afford leadership opportunities within school and community, and ultimately provide a better quality of life. The GED graduates who exhibit and maintain leadership skills through authenticity, trustworthiness, and humility may likely to become exemplary servant leaders.</p><p>

<p> Most decision analysis techniques are not taught at higher education institutions. Leaders, project managers and procurement agents in industry have strong technical knowledge, and it is crucial for them to apply this knowledge at the right time to make critical decisions. There are uncertainties, problems, and risks involved in business processes. Decisions must be made by responsible parties to address these problems in order to sustain and grow the company business. </p><p> This study investigates some of the most recognized decision analysis techniques applied by global leaders from 2006 to 2016. Several decision analysis tools are introduced such as heuristic decisions, multi-attribute rating, decision trees, Monte-Carlo simulations and influence diagrams. The theoretical development framework is presented. The approach for this research is Analyze, Design, Develop, Implement, and Evaluate (ADDIE), which included cognitive, behavioral, and constructive learning theories. Some of the top decision analysis skills needed for today&rsquo;s leaders and managers from literature review over the past decade (2006 to 2016), were taught to organization leadership doctorate students. Research scheme, the method chosen for selecting the topic, group of contributors, and the method selected for collecting the data are offered. </p><p> The learners were in their senior year of a leadership doctorate program and they did not need leadership training along with decision analysis technique training. Older learners had more interest in learning the fishbone and influence diagrams prior to the training. Students with intermediate math were more interested in learning about strategic planning techniques before training. The trainees with more computer skills were interested in learning the Zachman framework technique, which was surprising to the researcher since this tool does not require extensive computer skills. </p><p> After the training, the researcher observed that learners with higher computer skills showed more interest in learning about group decision-making (consensus versus analytic hierarchy process). That students with intermediate math skills were more interested in top-down induction of decision trees, algorithm decision making (data mining and knowledge discovery), and strategic planning techniques. </p><p> Spearman correlations with a moderate strength showed that older respondents tended to be more interested in the analytical hierarchy process, fishbone diagram, and risk analysis tool. After the training, students with stronger computer skills showed greater curiosity about learning more about the decision tree analysis, Zachman framework, and risk analysis. It made sense that students with weaker computer skills were less eager to learn about the Monte-Carlo simulation.</p><p>

<p> The history of the human-canine relationship and the human-canine bond is longstanding and has grown and developed throughout the years. Today, dogs are considered part of the family and are beneficial in impacting people across the United States. Introducing the community to dog safety education may strengthen the awareness and confidence of dog lovers across the state of Florida and hopefully reduce the number of preventable dog emergencies.</p><p> This research suggested the reasons for dog ownership and the importance of protecting our beloved canines by presenting a literature review covering the evolution of the human-canine relationship, human-canine bond, positive effects of canines on humans, history of humane education to demonstrate the importance of dogs in the lives of American citizens and an overview of community education and the importance dog safety community education.</p><p> The purpose of this mixed methods study was to understand the current state of dog safety community education in Florida and to introduce the need for policies and procedures for dog safety training for adults, if needed based on the research. This topic was analyzed through a needs assessment administered through a Parks &amp; Recreation department in south Florida and online through social media. Ten key informants were selected to interview for an in-depth understanding of their perspective on this topic. Document analysis was conducted to see if results of the needs assessment were addressed in brochures and other media locally. The participants were community members of Florida who were also dog owners. Participants were adults over the age of 18. The participants&rsquo; anonymity was protected, as no names were collected from the survey.</p><p> After carefully examining data collected from 10 interviews, document analysis, and surveys of 150 participants who are dog owners in Florida, the researcher of this study revealed factors that show substantial value that dog owners place on their dogs and interest in educational opportunities to protect their safety. The significance of this study presented additional research dispelling a misconception that dog safety education as easily accessible and available in Florida based communities. This study was also significant because it contributes to the literature by identifying the value dog owners place on their dogs, as demonstrated in both survey and document analysis. </p>

<p>Recent research suggests that many U.S. students graduate from college with under-developed critical thinking skills. College graduates with deficits in critical thinking skills who pursue legal education face difficult barriers to academic and professional success which, if not effectively addressed, may impact the affected students, as well as the legal profession and society as a whole. Legal education is likewise facing intense criticism regarding educational practices and graduates? level of preparation for the competent practice of law. The purpose of this study was to construct a comprehensive theory of the development of critical thinking skills in law students. Through a process of grounded analysis, the researcher developed a conceptual model of the development of critical thinking in law students based on interview data collected from 14 academic support professionals at third- and fourth-tier law schools in the U.S. The model, referred to as the Critical Thinking in Law Students (CTLS) Model, considers student learning needs, student learning challenges, and legal education system challenges, and identifies twelve factors to optimize the development of critical thinking in law students. The CTLS Model may help law school governing authorities, law school administrators, law school faculty, law school academic support professionals, and law students better understand how critical thinking develops in law students so that students may achieve their full academic, intellectual, and professional potential.

<p> Literature has argued that starting new churches is biblical and strategic, requiring the effective equipping of church planters and leaders through adult learning methods (Acts 13:1&ndash;4 and 14:20&ndash;23; Keller, 2003, p. 1; Reimer, 2016, p. 74). The sobering reality is that about one-third of church plants do not survive (Stetzer &amp; Bird, 2007, p. 5). In partnering with churches and leaders to plant more churches, SENT Network (SENT) has identified a need to provide more effective and timely training, so its church leaders improve the skills required to start and lead thriving churches. With the unique challenge of being geographically dispersed, leaders in SENT need blended learning with active training during the face-to-face component, according to existing literature (Mark 3:13&ndash;19; Luke 5:1&ndash;11; Acts 2:14, 41&ndash;47; Hyun, Ediger, &amp; Lee, 2017; Lee, 2010; Silberman, 2006). For this research, nine leaders from eight local churches were divided into two six-week cohorts to learn to lead others to center on Jesus and the gospel through blended learning with active training. The hypotheses were that blended learning is a viable method for SENT to use and that active training during the face-to-face component results in improved skills in church leaders. Data were collected through these instruments: Artifacts Submission Tracking, Online Engagement Survey (OSE), Training Evaluation Survey, Observation Checklist, and the Community of Inquiry Survey (CoI). After the data were collected, disaggregated, and analyzed, the hypothesis was confirmed that blended learning with active training is an effective strategy to equip church planters and leaders within SENT. The implication for SENT includes offering additional training topics, which also has implications for other organizations seeking to advance God&rsquo;s kingdom through starting new churches. </p><p>

<p> Human beings have spent much time and effort in trying to understand themselves, others, and their world. Mankind uses intellect when trying to understand life but the majority of people continue to encounter frustration, confusion, and a variety of obstacles when dealing with daily challenges and people. Theorists and researchers understand that successful existence requires more than mere knowledge; it requires a level of understanding, a form of wisdom foreign to the bulk of the populace. The missing ingredient for this kind of wisdom is the ability to &lsquo;know thyself,&rsquo; which is the beginning of establishing a higher level of emotional maturity. This qualitative study focused on the transformational learning process of the adult learner, aged 50 and older. In studying the learning processes, an online survey was implemented and then Partridge's (1985, 2014) Maturity Reasoning Index Program (MRIP) was used as a psycho-educational program and administered after the participants answered five vignettes regarding current perspectives of five areas of their logic reasoning. After completing the MRIP, participants answered five additional vignettes regarding similar areas of reasoning. This study investigated participants&rsquo; transformational learning experiences as they developed a higher level of emotional maturity compared to previous reported emotional maturity findings. A group of 32 volunteers, recruited from a university listserv and networking among family and friends, spent several months completing the online study. The study included an initial four-part survey, a brief pre-test survey, an extensive psycho-educational program, and a brief post-test. At the end of the study, 23 participants completed the study. Findings indicate an increase in using a higher level of logic of reasoning or potential transformation after completing the psycho-educational program. Additional research is recommended in the area of emotional maturation, life satisfaction, wisdom, and trust-of-self for adult learners aged 50 and older.</p>

<p> Although instructional coaching and professional learning communities provide ongoing, job-embedded support and professional learning, little is known about what role the instructional coach serves within the setting of the professional learning community or what coaching skills teachers find most helpful within this setting. Research examining the specific role of the instructional coach within the professional learning community is nearly nonexistent. This mixed-methods study investigates the role of the instructional coach within the setting of the professional learning community, what coaching skills teachers find most helpful within this setting, and what impact instructional coaches have on teacher perceptions of the professional learning community. Themes from semistructured interviews, observations, and open-ended survey responses revealed that teachers and instructional coaches perceive multiple roles and coaching skills within the professional learning community. The instructional coach serves as a bridge to guide teachers to new learning through providing specific supports, manifesting the partnership principles, showing availability and trust, and sharing instructional strategies and ideas. Utilizing the PLCA-R survey, descriptive statistics identified the impact instructional coaches have on teacher perceptions of the professional learning community.</p>