This study investigated 18 discrete demographic, academic, and experiential learner entry characteristics of graduates from a selected vocational nursing program to determine which characteristics were relevant in predicting success on the state licensure examination, NCLEX-PN. An analysis of these characteristics contributed to the development of a model designed to more effectively counsel and advise prospective vocational nursing students in community college settings. The population for this study consisted of students who graduated from the licensed vocational nursing program at Kingwood College during a four-year period, from the nine classes beginning January 1997 through January 2001. During this time, there were 240 graduates but one file was eliminated because of incomplete information; thus the resulting study size was reduced to 239. This retrospective study utilized archival data collected from academic records. Chi square analysis suggested statistical significance between six of the independent variables studied and the single dependent variable of successfully passing the NCLEX-PN on the first attempt. The six independent variables that demonstrated statistical significance were ethnicity, method of high school completion, pre-nursing grade point average, reading assessment score on the TASP Test, developmental reading coursework, and developmental writing coursework. Additional analysis through logistic regression suggested that the independent variables of ethnicity, method of high school completion, pre-nursing grade point average, and reading assessment score on the TASP Test were the best combination of predictive measures for passing the NCLEX-PN on the first attempt.

Thesis (M.S.)--University of Michigan, 1979.

Thesis (M.S.)--University of Michigan, 1979.

The purpose of this descriptive study was to explore the concept of moral turpitude and related terms as they are used in the process of licensing professional nurses. The researchers reviewed applications for licensure and nurse practice acts or rules and regulations for nursing for the 50 states and Washington, DC. Terms such as moral turpitude, moral character, and morality are used by approximately half of the states and, when used, are not usually defined. Agreement among states on uniform definitions and standards of nursing practice can be a step toward aligning practice acts, bringing consistency to disciplinary actions, and informing the public about the profession's standards for practice.

No description available.

By July 1, 2003, all Virginia public school teachers must demonstrate proficiency on technology standards mandated by the Virginia Department of Education (VDOE). The responsibility for verifying each teacher’s level of proficiency was delegated to the local school divisions. Public schools across the Commonwealth of Virginia were not given specific direction on how to provide staff development or assess instructional personnel in technology skills except to suggest different web sites on the Department of Education’s home page. The Virginia Department of Education commissioned a study to assess the availability and use of technology in Virginia’s public schools (Virginia Department of Education, 1998a). Recommendations from the study suggest that Virginia should maintain high proficiency standards for teachers and administrators and should consider statewide prototypes, although no prototypes have been recommended by the VDOE. The purpose of this study is to describe and analyze the various methods utilized to assess instructional personnel across the Commonwealth of Virginia on technology standards. A survey was distributed electronically to the directors of technology in each school division in the Commonwealth of Virginia. Methods of assessing instructional personnel, perceptions of effectiveness and cost effectiveness of each method, incentives to meet demonstrated proficiency on the technology standards, and percentage of teachers meeting demonstrated proficiency on the technology standards were assessed on the survey instrument. A 79% response rate indicated that workshops, college courses and portfolio assessment were the methods most used in Virginia public schools. The most effective methods were reported to be workshops, mentoring, performance assessment and college courses. The most cost efficient methods were reported to be portfolio, and signed demonstrative proficiency statement. Recertification points and certificates were the most frequent incentives given to those who demonstrated proficiency of the technology standards. Sixty-nine school divisions reported 80 to 100% of their instructional personnel have demonstrated proficiency on the technology standards as of June 2002. / Ed. D.

No description available.

The Education Commission of the States in 2007 reported that 16 states had a policy for alternative licensure for school leaders and 23 states had a path for alternative licensure but not a policy (Education Commission of the States, 2007). Therefore there were 39 states that offered a policy or path for obtaining licensure for school leaders through an alternative route. This information suggested a nation-wide development and warranted investigation. First year principals, as are first year teachers, are in need of a mentor. The current principals are the individuals who would be asked to mentor newly hired principals. This quantitative study was conducted to gain insight into the willingness of elementary principals to mentor alternatively licensed principals. The Virginia Association of Elementary Principals (VAESP) agreed to email the web mail questionnaire to their public school principal members as of March 1, 2010. The questionnaire was sent to 515 elementary principals in Virginia. One way analysis of variance (ANOVA) was the statistical procedure used to determine the relationship between the predictor variables and the willingness of elementary principals to mentor alternatively licensed principals. The data indicated that Virginia Elementary School Principals are somewhat willing to mentor their peers. However, they do not feel that alternative licensure is a good route for principal licensure. / Ph. D.

This study addresses the paralegal occupation and how it is defined within the context of licensure, control, and regulation in the United States. Drawing upon social theories of the emergence of professions and the concept of degree of professionalization, the author discusses how the organization of occupations into the modern professions has directly influenced governmental regulation. Paralegalism is presented in terms of its status as an emerging occupation. The model of the professional (attorney) regulating the paraprofessional (paralegal) and controlling the legal knowledge base is explored. The study identifies measures taken by legislatures, courts, and bar associations and reports each state s definition of paralegal, provides the corresponding citation, and advises if mandatory paralegal licensure or certification has been attempted within that state. If attempted, the form of the mandate, licensure or certification, by whom it was attempted, and the status of the action is provided. Primary data sources employed in this qualitative content-analytic study consisted of state legislative and judicial materials. Secondary data sources consisted of selected documents published by professional organizations. The database was constructed using on-line legal resources and data were analyzed within states across the two variables, definition and mandate attempted. Although attorneys have embraced the concept of the paralegal paraprofessional and various state entities have attempted to define it, the results of this study indicate that there is little evidence of uniformity in form of definition across the states. Paralegals are defined by statute in 7 states, court rule in 9 states, court ruling in 6 states, and bar association in 15 states. Thirteen states have no formal definition. No state has adopted mandatory requirements for paralegals even though formal attempts have been made in four. In three of the four states, the action was proposed as mandatory certification rather than licensure. In each state, the actions were brought by different entities. Discussions for proposals continue in several states. / Ph. D.

The purpose of this study was to evaluate the effectiveness of alternative certification instruction in a public education environment. In addition, the study compared traditional certification instruction to alternative certification instruction on the basis of educational quality. Due to increasing teacher shortages across the country, the search for an alternative route of certification has generated ideological debates revolving around the supply and demand of potential teachers, educational quality, and the potential of alternative means of teacher procurement. There are myriad arguments in support of and against alternative certification programs. This study evaluated the perceived effectiveness of alternatively certified teachers in a public education environment by comparing principal's perceptions of traditional certification instruction to alternative certification instruction existent with their region, on the basis of educational quality. Survey research was used to determine perceptions which Hampton Roads principals who have, or who have had, responsibility for supervision of alternatively and traditionally certified personnel. It focused on 40 statements comparing traditionally certified teachers and alternatively certified teachers. It included such factors as pedagogical content knowledge, classroom management and instruction, behavior management, attitude, life experience, professionalism, professional development and evaluation. A series of 40 independent t-tests and a factor analysis were accomplished utilizing the data derived from these surveys. Results of this study indicated that the perceptions among Hampton Roads principals differ significantly regarding the effectiveness of alternatively certified teachers from those of previous research. Demographic data found these perceptions exist with principals of all school levels and are not related to the principal's years of experience, formal education or student enrollment. Ninety five percent of the 40 comparative statements favor those teachers achieving certification through traditional certification programs. Areas that reflected particularly substantial differences were content knowledge, instructional planning, and classroom discipline. Recommendations for practice include but are not limited to standardized supervision of alternative certification programs, quality screening of applicants, quality mentor programs, standardized and subsidized student teaching, competency testing, formalized state and district assessment and quality recruitment. / Ed. D.