<p> The purpose of this study was to identify what leadership behaviors are associated with each of Spillane's (2006) three conceptually distinct forms of distributed leadership, and to determine whether specific influence tactics (Yukl, Seifert &amp; Chavez, 2008) are differentially associated with each form. A two-phased, mixed methods design was employed. The sampling frame for both phases included student affairs professionals in colleges and universities in New York, Ohio, and Pennsylvania, which were primarily four-year, undergraduate, co-educational, residential institutions. In Phase I, focus groups identified behaviors exhibited by student affairs professionals working together to accomplish a task. The identified behaviors were crafted into leadership behavior statements. These statements were triangulated with Spillane's forms of distribution: The co-investigator associated the statements with Spillane's conceptual definitions; while concurrently, a survey of these statements was sent to distributed leadership experts asking them to rate the expected likelihood of the behaviors being demonstrated in each of Spillane's forms of distributed leadership. Subsequently, in Phase II, student affairs professionals were surveyed regarding leadership behaviors and influence behaviors. Both cluster and factor analytic techniques were employed to associate influence behaviors with Spillane's forms of leadership distribution. Factor analysis of the leadership behaviors were interpreted in light of the co-investigator's cluster analysis of the same data. Spillane's distinct forms of distributed leadership were not affirmed by this study. When practicing distributed leadership &ndash; the idea that multiple participants co-create a leadership experience &ndash; a universal, differentiated view may be overly simplistic.</p>

<p> International students constituted 3.4 to 3.6% of the total student population in U.S. degree-granting institutions (NCES, 2008). Research efforts on this population have been divergent and disparate, thus findings cannot be systematized for theoretical consistency (Pedersen, 1991). Student interaction with faculty has been identified as one of the strongest factors relating to student persistence (Tinto, 1997), student satisfaction and other positive educational outcomes (Astin, 1999). Guided by Astin's (1991) Input-Environment-Outcome Model, this quantitative study utilized data from the Cooperative Institutional Research Program (CIRP) to explore how international students' interaction with faculty impacted their academic outcomes. Results indicated that international students interacted with faculty frequently. These interactions had significant impact on international students' academic outcome (College GPA, self-perceived academic ability and intellectual self-confidence), success and satisfaction. Regression analyses identified that getting encouragement for graduate school and receiving a letter of recommendation from faculty were consistently a factor associated with positive academic outcomes and student satisfaction. In addition, advice about education program, opportunity to discuss coursework outside class and opportunities to apply learning in the real world were factors associated with student success. Faculty and student service professionals should become aware of international students' unique needs and challenges and facilitate positive student-faculty interaction for this population.</p>

No description available.

<p> The purpose of this research is to investigate the services and supports that EL students with special needs receive. It is a goal of this study also to determine which students achieve higher CST scores on the English Language Arts section, based on the supports that they receive and the programs in which they are placed. The researcher utilized a web-based survey distributed to 8 Bilingual Coordinators and 48 Special Education teachers, of whom 8 Bilingual Coordinators and 23 Special Education teachers responded. The surveys consisted of 27 questions regarding the services received by Special Education students who are also ELs. Three additional open-ended items were included. Four interviews were also conducted with two district-level specialist, one local district specialist, and a school administrator.</p><p> Five conclusions based on the findings were determined. First, ELs are all placed into the programs and provided with the language support according to their IEPs. Second, teachers utilize SDAIE strategies when working with EL special needs students. Third, a scheduling issue has prevented students from being in an ESL class when their IEPs state that they should also be receiving one hour of support from the Special Education teacher. Fourth, different individuals are involved in making decisions about the services that EL students receive. Finally, there was no systematic difference between the scores of the RSP and SDC students on the CST ELA assessment.</p><p> The study provides several implications for practitioners. Special Education teachers do not have the experience in bilingual education to fully understand the needs of EL special needs students. Scheduling problems existed when special needs students required an ESL class. This is significant for school leaders; if a barrier exists for EL special needs students being able to receive language support, then a solution to this issue needs to be found. Finally, parent participation is extremely important for IEP meetings and they need to be included in IEPs.</p><p> Expanding this research should focus in more depth on the language supports that EL special needs students received, and whether SDAIE strategies are appropriate for EL special needs students.</p>

<p> In recent years, U.S. colleges and universities have begun to extend their international presence through different models of cross-border higher education. This research explores three models of U.S. higher education in Panama City, Panama: a branch campus, a franchise model and merger/acquisition models. Using a qualitative approach, this study included a year of document analysis, classroom observations, interviews, and focus groups. Using the lens of academic capitalism, the findings place the different models along a continuum of neoliberalism and the public good.</p>

Cooperative educational partnerships in Australia are considered to be innovative ventures where universities join with industry in a working relationship, sharing resources to develop and provide professional development education for the industry employees. The distinguishing feature of a cooperative education partnership is that all partners contribute to the development, design and delivery of academic courses in the workplace.This research assesses the role and key aspects of professionalism developed by professional development education for industry employees. More specifically, the investigation examined the conditions that contribute to building mutually beneficial, reciprocal cooperative education partnerships between a university and its tourism and hospitality partners.A qualitative approach was adopted to analyse and to understand five cooperative education partnerships situated within the School of Tourism and Hospitality Management Southern Cross University, Lismore, Australia. The investigation used the ‘Tit-for-Tat’ strategy (Axelrod, 1984; Ridley, 1996; Davies, 1999) based on the old French game of ‘Prisoners Dilemma’ (Campbell, 1983; Trivers, 1983) to examine reciprocity.The investigation revealed that providing university-level professional development education through cooperative education partnerships contributed to the development and enhancement of professionalism in the tourism and hospitality organisations involved in the study. Two aspects of professionalism, a renewal of learning, and establishing a positive professional reputation, were found to be important for advancing professionalism in this education arena.A further finding was that when a university, tourism and hospitality businesses and industry associations join together in cooperative education partnerships, they generally respond and adapt to each other in reciprocal ways to ensure the sustainability and success of their partnership. Adjustment, adaptation, responsiveness and synergy were found to be important reciprocal concepts that underpin cooperative dynamics in this investigation.

Cooperative educational partnerships in Australia are considered to be innovative ventures where universities join with industry in a working relationship, sharing resources to develop and provide professional development education for the industry employees. The distinguishing feature of a cooperative education partnership is that all partners contribute to the development, design and delivery of academic courses in the workplace.This research assesses the role and key aspects of professionalism developed by professional development education for industry employees. More specifically, the investigation examined the conditions that contribute to building mutually beneficial, reciprocal cooperative education partnerships between a university and its tourism and hospitality partners.A qualitative approach was adopted to analyse and to understand five cooperative education partnerships situated within the School of Tourism and Hospitality Management Southern Cross University, Lismore, Australia. The investigation used the ‘Tit-for-Tat’ strategy (Axelrod, 1984; Ridley, 1996; Davies, 1999) based on the old French game of ‘Prisoners Dilemma’ (Campbell, 1983; Trivers, 1983) to examine reciprocity.The investigation revealed that providing university-level professional development education through cooperative education partnerships contributed to the development and enhancement of professionalism in the tourism and hospitality organisations involved in the study. Two aspects of professionalism, a renewal of learning, and establishing a positive professional reputation, were found to be important for advancing professionalism in this education arena.A further finding was that when a university, tourism and hospitality businesses and industry associations join together in cooperative education partnerships, they generally respond and adapt to each other in reciprocal ways to ensure the sustainability and success of their partnership. Adjustment, adaptation, responsiveness and synergy were found to be important reciprocal concepts that underpin cooperative dynamics in this investigation.

Thesis (Ed.D.)--Lehigh University, 2010. / Adviser: Jill Sperandio.

Thesis (Ed.D.)--Indiana University, 2004. / Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1295. Chair: Deborah F. Carter. "Title from dissertation home page (viewed Nov. 22, 2006)."

<p> The purpose of this study was to determine differences in satisfaction of public university Resident Assistants (RAs) with regard to several job satisfaction factors identified on the Resident Assistant Satisfaction Survey (RASS), specifically as compared to Casey&rsquo;s (2009) normative sample of RAs in privatized university housing. The RASS outlined eight Employment Aspect Factors and three Criterion Factors to determine RA job satisfaction. This study also determined if there were differences in job satisfaction for public university RAs based on gender, racial ethnic identification, or academic class standing. Resident Assistants from three Research I Florida institutions in the United States completed the RASS. There has been very little research identifying the factors influencing job satisfaction of paraprofessional RAs, specifically at Florida public institutions of higher education and as compared to a privatized university housing company. Experiencing dissatisfaction with the job can negatively affect a Resident Assistant as both staff and student. In turn, it can lead to an overall poor job performance, which could be detrimental to students living in the residence halls. This study added to the current body of research and ascertained ways in which the RA position could be improved based on identified differences and determinants of student staff satisfaction. The results that were compiled and presented demonstrate a significant difference in satisfaction on the factors of supervisor, institution, pay, facilities, intended tenure and non-involvement between public university housing RAs and privatized housing company RAs. A significant difference was also found in job satisfaction for gender in regards to promotions, but no significant differences were found based on racial ethnic identification. A significant difference was found in job satisfaction for academic class standing in regards to pay, general affect, and non-involvement. The significance and recommendations for higher education practitioners was discussed. Implications and recommendations for future research were also suggested, which included improvements in job training, recognition initiatives, staff development, and other housing aspects. </p>