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The purpose of this research was to investigate to what extent did the Edison Community College students enrolled in telecourse English Composition classes differ with respect to learning styles, completion rates, performance, motivation for selecting a particular mode of instruction, and selected demographics as compared to ECC students enrolled in traditional English Composition classes. A second dimension of this investigation was to identify the achievement/differences among the community college students that could be attributed to the independent variables (learning styles, reason for choice of mode of delivery, experience with college and distance learning, course load, and student demographics) in the study. A total of 179 students enrolled at Edison Community College between January 5, 2001 and May 1, 2001 responded to the Grasha-Riechman Student Learning Style Survey and an accompanying demographic survey that was administered to five distance learning and five face-to-face sections of English Composition I and II. The learning style survey elicited responses that reduced a student score in each of the six learning styles (dependent, independent, participant, avoidant, competitive, and collaborative). The demographic survey identified students' experience in distance learning, reasons for selection of modality of instruction, current coarse load, and personal demographics. Additional academic data were harvested from the Edison Community College institutional database including the final grade earned in the course. Analyses of these data produced a demographic profile of the academically successful telecourse student and the academically successful traditional student. Conclusions of the study follow: 1. Students with high collaborative learning style scores most often enrolled in traditional classes. 2. Students with high participant learning style scores were likely to have higher grades in English Composition and students with high avoidant learning style scores were likely to earn lower grades. 3. High collaborative learning style scores were significantly correlated to continuance in English Composition courses. 4. The factor of choice in selection of the mode of instruction did not affect withdrawal in English Composition. 5. Age range and motivation for selecting the course modality were the only characteristics that distinguished academically. successful distance learners from academically successful traditional students.

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Three generations of registered nurses make up the current nursing workforce: Baby boomers, Gen X, and Gen Y. Each generation brings its own values, behaviors, and beliefs to the workplace. The generational diversity among nurses needs to be assessed along with other factors, such as social values of the elderly, anxiety toward aging, and practice settings, to examine how each factor impacts registered nurses' attitudes toward caring for the elderly. An exploration of these factors is significant to nurse leaders, since nurses have been known to display negative attitudes toward the elderly. The theoretical foundation for this study was based upon Rosenberg's three-component view of attitudes. The bias scores from Palmore's Facts on Aging Quiz (FAQ I) was used to indirectly measure the dependent variable, registered nurses' attitudes toward caring for the elderly. The independent variables were anxiety toward aging, social values of the elderly, generations, and practice settings. Kafer's Aging Opinion Survey was used to measure anxiety toward aging, and social values of the elderly. Practice settings and generations were identified by a demographic profile. The survey data were collected from 265 registered nurses. An Analysis of Variance (ANOVA) was used to compare mean attitude scores between each generation and practice setting. Pearson's correlation coefficient examined the relationship between nurses' attitudes toward caring for the elderly, social value of the age, and anxiety toward aging. A multiple linear regression analyzed each independent variables prediction of nurses' attitude scores. Findings indicated a statistically significant association between the dependent and independent variables. Findings suggest the need to evaluate these variables prior to job placement to ensure quality healthcare provision to the elderly. Such action positively impact social change because nursing practices may be inspired to develop programs that encourage more favorable attitudes toward the elderly.

This qualitative study examined Internet usage by Guatemalan English teachers in the rural, indigenous community of San Lucas Toliman, to improve enrollments and persistence in online teacher professional development programs promoted by the Fundacion Rigoberta Menchu Tum. Woolcock's concepts of bonding, bridging and linking social capital were united with Rogers's theory of perceived attributes to ascertain why only 5 of 34 teachers completed free online coursework. Research questions addressed teacher concerns about using the Internet, teacher satisfaction with Internet resources, and social influences upon Internet usage. The participatory rural appraisal (PRA) method was employed using a culturally-sensitive native speaker to interview 20 teachers selected in a purposive sample. In accordance with PRA analysis procedures, representative interview statements were sorted, prioritized and discussed by a team of 42 community educators to generate findings. Findings indicated that interest in engaging the Internet and receiving specialized introductory support (bridging social capital) in groups (bonding social capital) was high. Findings also indicated that salary level (linking social capital) and family time demands (bonding social capital) were barriers to attending a community technology center or Internet cafe. Findings reinforced the community's support for the design of online coursework leading to salary points and college credits. This study has positive social change implications by demonstrating how organizations can promote community-driven research collaborations to facilitate teacher Internet usage in San Lucas Toliman, and could be replicated in other remote sectors of the developing world.

The standards-based, teach-and-test methods that have come to proliferate secondary education since the inception of the No Child Left Behind Act (NCLB) fail to adequately prepare students for higher education and employment. This system lacks opportunities for developing 21st century skills such as higher-level thinking, problem solving, and group dynamics, as well as opportunities for fostering spiritual growth and personal development. This problem impacts graduates of U.S. high schools because they are unprepared for higher education and the 21st century workplace. Using qualitative multiple case study methodology, this study examined five U.S. Montessori high schools through the lens of cultural-historical activity theory. Interview and blog-based focus group responses and document data were coded line-by-line using predetermined categories and codes as well as open coding. The coded data were analyzed by individual case and then collectively. Findings revealed that education in these settings addressed all areas of development and fostered 21st century skills. Some characteristics that typify Montessori education at lower levels, such as multi-age classes and the prepared environment, played less significant or different roles in the high school programs. Characteristics that were prominent across the cases included use of place-based, experiential learning; building of caring, family-like staff/student relationships; and emphasis on social development. Implications for social change within the Montessori community include informing practice at existing schools and development of teacher education programs. In the broader education community, the consistency in program emphasis, despite diverse school circumstances, suggests a Montessori approach may facilitate social change by inspiring a fresh approach to school reform in high schools.