The problem is that Dominican student immigrants enrolling in Puerto Rican high schools need to be English proficient and the English as second language program (ESL) is not effectively supporting these students to develop English proficiency to graduate from the target high school. The purpose of this qualitative case study was to understand the perceptions of Dominican immigrant ESL students regarding motivators and demotivators in ESL classes to develop English proficiency at the target site. Using Krashen's conceptual framework, students' perceptions of motivators and demotivators regarding ESL classes, and their suggestions for improving the ESL instruction were explored. A qualitative case study design, using purposeful sampling was used to collect data through semi structured one-on-one interviews from 8 ESL students who met the criteria of being a Dominican ESL student and being 18 years or older. Data were analyzed using ATLAS.ti 7. The findings indicated more time and instructional support was needed for ESL students to develop English proficiency and targeted professional development was needed for the ESL teachers. Themes emerging from the findings were that ESL teachers should (a) use motivators and specific instructional strategies, (b) be aware of demotivators, and that (c) additional instructional time was needed to improve students' English proficiency. A white paper with recommendations to improve ESL instruction developed to present to district stakeholders. The adoption of these recommendations will result in social change by strengthening ESL students' English and literacy support, leading to ESL students' academic success, high school graduation and opportunities to attend college or join the workforce.

A small college in the Midwestern United States has a prior learning assessment (PLA) program that has never been evaluated from the perspective of the faculty and staff. The problem is that campus leaders have a limited understanding of faculty and staff knowledge and their role in the PLA program. The study was approached from an appreciative perspective while exploring faculty and staff knowledge and perceptions related to PLA to address 3 research questions. The first 2 research questions were developed to better understand how faculty and staff describe their understanding of the PLA program and what they envision for the program. The final research question was a reflection of the descriptive data collected from the responses to the first 2 research questions. This formative program evaluation included an open-ended survey of 36 faculty and staff as self-selected to participate in the study from the entire faculty and staff population. Additionally, formal documents, including catalog, forms, and internet references associated with PLA were evaluated. Analysis was performed through manual methods including axial coding for the surveys, descriptive and axial coding for the formal documents, followed by thematic analysis. Faculty and staff reported that they had a limited understanding of the institution's PLA program and said they would like to have a stronger program than what they have now. Key results from the analysis indicate that the institution can improve the PLA program by clarifying the purpose, enhancing the policy supporting the program, improving processes, and further promoting the program. Positive social change can occur through the college developing improved PLA practices, thus helping to support students' education endeavors.

Hypertension is a major public health issue in the United States that affects approximately 70 million adults; the high blood pressure of nearly half is considered to be uncontrolled. Uncontrolled hypertension is especially true in the incarcerated population. Due to low health literacy on hypertension in the inmate population, there are recurrent hospital visits, an increase in the admission rate and an increased length of stay in hospitals, all of which may lead to an increase in the cost of healthcare. The purpose of this scholarly project was to develop an expertly reviewed, evidence-based, self-paced, computerized, educational module to promote health literacy on hypertension for inmates within a correctional institution. The module was developed using guidelines offered by the American Heart Association and the 8th National Joint Commission. The readability of the module was at a 5th grade level. The educational module was disseminated to 10 content experts in the field of cardiology and family practice, who work in the correctional institution health service department. The expert evaluated the educational module using a Likert-scale evaluation. An open- and close-ended questionnaire was use to evaluate the module's efficacy and its ability to promote health literacy on hypertension for inmates. Data from the questionnaire were coded according to the experts' response. The data revealed a median of 4.5 out of 5 for all categories which demonstrate the appropriateness of the educational module for inmates. The implications for social change was that inmates could improve their health outcomes by improving their health literacy on hypertension, with the potential to lower healthcare costs.

Society needs scientists who can collaborate to become keener analysts so that they might better inform citizens. College students who are well educated in science are likely to become better analysts. The purpose of this grounded theory constructivist-oriented study was to illuminate the influence of undergraduate freshman inquiry learning on thinking skills in science courses during the senior college year. The conceptual framework involved the 3 components of the cognitive learning cycle: exploration, concept invention, and application. Research questions concerned college seniors' perceptions of their freshman process-oriented guided inquiry learning (POGIL) experience in general chemistry and its influence on their current learning in terms of data collection and interpretation, knowledge synthesis, and group interaction. Currently, little or no such senior student perception data exist. The grounded theory approach was used in an inductive analysis toward developing a model of action deriving from the participants' perceptions. Individual and discussion group interviews were conducted with 15 college seniors. Data were sent to participants for member checking, were peer reviewed, were coded, and were analyzed for patterns and themes. Participants reported that collaboration within POGIL promoted freshman and senior cognitive learning, particularly in concept practice, problem solving, and leadership. The findings indicate that improved understanding of the benefits of POGIL can help college chemistry course designers appreciate the benefits of collaborative activities in science. The resulting social change may be that graduates of such courses provide leadership and collaborative skills in their adult lives, benefitting society.

Students in associate degree nursing (ADN) programs in the United States experience high attrition rates in the first year. The purpose of this quantitative correlational study was to examine the relationship between preadmission factors and first-year ADN program completion rates at one college in the south central United States. Constructivist theory provided the framework for the study. Archival data for 228 students from one ADN program were analyzed using binary logistic regression. Results indicated a statistically significant association between prerequisite grade point average (GPA) and first-year program completion. An increase in the number of incoming students ages 25 years and younger was also noted. The professional development project focused on educating nursing faculty to assist students with lower GPAs to be successful. A second component of the project addressed teaching modalities targeted to millennial and Generation Z learners. Findings may be used to increase the number of nurse graduates at the study site, which may improve health care and economic development in the local community.

Chinese students represent the largest cohort of international students studying at Canadian university business programs. These Chinese students often experience cross-cultural barriers that inhibit their full participation in the business schools' learning culture. The purpose of this case study was to identify the acculturation strategies applied by Chinese students who had successfully adapted to the learning culture in business programs. Mezirow's transformative learning theory and Bennett's intercultural adaptation theory provided the conceptual framework to inform the study. The research questions examined the cultural adaptation experiences of Chinese students and on the barriers and effective strategies for academic success from the perspectives of both faculty and students at the study site. Six graduating Chinese business students who had adapted well to the local learning culture and achieved academic success and 5 current faculty members with experience teaching Chinese students were purposefully identified and interviewed. Data were open coded and analyzed for themes. Themes related to key barriers and associated adaptive strategies were identified. Major barriers included differences between Chinese and Canadian educational expectations and cultures and the need for faculty understanding of students' adaptation process. Adaptive strategies for students included accessing local resources and support and recognizing the combination of academic, social, and psychological factors involved in successful acculturation. A blended learning professional development project was created for faculty members to improve their skills in developing culturally sensitive pedagogy. With increased cultural competence faculty may better support these Chinese students, improve their classroom experience, and enable them to succeed in their academic pursuits.

Currently, there is an increase in competency-based education programs in higher education institutions in response to student and employer needs. However, research is lacking on effective practices for developing competencies, assessments, and learning resources for these programs. The purpose of this qualitative Delphi study was to gather expert opinions about effective practices for developing competencies, assessments, and learning resources in competency-based programs in higher education. The conceptual framework was based on principles of andragogy, critical subjectivity, and social constructivism. Ten long-term specialists in developing competency-based programs in higher education served as participants. Data from 3 rounds of interviews were coded and categorized using Delphi methodology. Eighteen principles for effective practices were agreed upon for developing competencies, 15 principles for effective practice were agreed upon for developing assessments, and 16 principles for effective practice were agreed upon for identifying and leveraging learning resources. Areas of disagreement related to competencies, assessments, and learning resources were identified, with evidence that the variation in rankings presented by participants was due to the unique contexts of different higher education programs. The research from this study contributes to positive social change by providing an emerging list of effective practices useful in developing programs that help students graduate sooner with both a degree and skill set relevant to employers and to their future personal satisfaction.

Following completion of a 4-year nursing program, some graduates have difficulty applying theories learned in the classroom to the clinical environment. This difficulty results in healthcare employers providing additional in-house training to ensure graduates' ability to safely care for their patients. The purpose of this research was to explore how traditional lecture methods have prepared students for the clinical environment. Based on a constructivist theoretical framework, a case study design was used to examine students' learning of theories delivered by traditional lecture methods. The research questions focused on student activities in the classroom and clinical setting, teaching strategies, critical thinking skills, and transfer of theory. Interview and observational data were collected from 10 randomly chosen students, their instructor, and 2 preceptors. Data were analyzed through a manual coding process, one that sought to identify emergent themes. Observational data revealed that nursing students were disengaged during the 3-hour lectures. Interview data revealed that students preferred that nursing skills be demonstrated prior to implementation. Both sources of data revealed that the 3-hour lectures should be divided into segments, that simulation and hands-on demonstration be incorporated in the curriculum, and that repetition should be allowed during instruction to accommodate different learning styles and increase students’ confidence. These findings have implications for positive social change by improving the transfer of theory from the classroom to the clinical setting through use of a newly developed 9-week participative curriculum project for nursing students in the childbearing class. Improved preparation of graduates will increase safe care of patients in the community.

High School Student Athletes and Nonathletes' Disciplinary Referrals and Grade Point Averages by Jack Calhoun MEd, Georgia Southwestern State University, 1998 BS, Georgia Southwestern State University, 1997 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2014 This quantitative study investigated how athletic participation in public high schools influenced students' academic achievement and positive social behavior. Disciplinary referrals are on the rise in American schools and are a cause of concern for teachers, administrators, parents, and community members. School personnel currently implement programs designed to curb discipline problems in the classroom and foster productive behavior among adolescents. There is some debate and conflicting literature on whether sports participation has a beneficial influence on students. The writings of Virgina Chomitz, who hypothesized a positive relationship between academic achievement and physical fitness, guided this research. This study analyzed grade point average (GPA) and discipline referral data for 4,433 students in a suburban American high school over a 3-year time period. The GPA and referral data for athletes and nonathletes were compared using multiple t tests, and it was found that athletes had significantly higher GPAs and lower discipline referrals when compared to nonathletes. These results, which match the original hypotheses, provide greater insight into how participating in athletics may improve a student's behavior and academic achievement. With this knowledge, educators may place greater emphasis on athletics as a method to promote achievement and positive experiences among high school students. These positive effects will contribute to social change for students at an individual level and for entire school environments.

Online higher education is a field that can benefit significantly from further research on innovative pedagogical methods designed to support students and decrease attrition rates. One method shown to improve engagement and retention of students in online environments is to include interactive engagement. This case study explored the patterns of students' interactions and assessment performance in an introductory teacher education one-course cohort. The study used a conceptual framework incorporating Bandura's social learning theory and Siemens' theory of connectivism. The study assessed archival data, from Adobe Connect recordings and records of competency pass rates, on the interactions and patterns of behavior between instructors and participants, and their association with the final assessment results. Data were analyzed by type and frequency of interaction, organized with NVivo software. The findings were that the pattern of understanding and applying level questions, as classified by Bloom's Revised Taxonomy, provoked the most responses, comments, and questions from the participants. Applying had the highest direct response and suggested an interpretation about online students wanting to respond to questions from instructors that prompt higher-level thinking skills and stimulate interactions. No patterns of behavior were evident between the student interactions and final assessment performance. The results indicate positive implications for social change in the role of the instructor to facilitate understanding and among participants who engage in positive learning interactions. The education profession could benefit from further research with a focus on content questioning best practices, retention methods, and the nature of social and learning interactions in online education.