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Mentoring was a component of the Resident Teacher Professional Preparation Program (RTP3), a Race to the Top (RTTT) program funded project. RTTT funded efforts reward states that have demonstrated success in raising student achievement and have the best plans to accelerate learning in the future (U.S. Department of Education, 2014). Five Florida school districts implemented different variations of the RTP3 mentor model and due to the unique needs of each school district, context differences in effectiveness may have emerged. The purpose of the study was to determine the differences among the five mentor models, the extent to which these differences may relate to variances in mentoring effectiveness, and the impact on persistence of the resident teachers in teaching. School district designee interviews were conducted and mentor and resident teacher surveys were administered. Interview and survey data were analyzed using the grounded theory approach (Glaser & Strauss, 1967) and open coding (Strauss & Corbin, 1990) to determine mentor and resident teacher perceptions of the effectiveness of the RTP3 mentoring support. The findings of the research suggest that the decisions of the five partner school districts to add additional targeted supports to their mentor models had an impact on increased persistence rates and decreased rates of resident teachers leaving the field of teaching. The majority of mentors perceived that common professional learning increased their capacity as a mentor to a moderate or large degree. The findings suggest that resident teachers who had school-based mentors perceived that their mentors were somewhat to very influential in assisting them in being more effective teachers. There were limitations to this study. Five school districts in the state of Florida were used in the study, and the sample of survey and interview participants were limited. Therefore results may not be able to be generalized to other school districts in Florida or other states. Additionally, the objectivity of survey and interview participants may be questioned because the participants were employees of the school district. However, it was assumed that participant's responses to the survey and interview questions were candid. Further research is recommended that would examine variations in school district mentor preparation and selection processes. Further recommendations would include evaluating different mentor models within the same context to better examine the impact of specific components of mentoring programs and considering the effectiveness of the mentee based on not only mentee perception of increased effectiveness, but effectiveness as determined by the school district-adopted evaluation system. Another avenue for future research to broaden and support the findings in this study would be to access whether effective mentoring models differ depending on the context and based on the needs and experiences of the beginning teachers. ?

Research on resident attitudes towards tourism and sustainability are two of the most ubiquitous and important topics within tourism research. This study sought to contribute to these fields of research in four specific ways. First, this study suggested Weber's theory of formal and substantive rationality as a theory capable of explaining the complexity inherent in resident attitudes toward tourism because of its incorporation of the economic and non-economic factors influencing rationality. The inclusion of Weber as a theoretical framework is also presented as a theory useful for bringing Social Exchange Theory (SET) back to its original focus on 'all' the costs and benefits associated within the host/guest relationship. The second and third contributions of the study stem from taking the previously conceptual constructs of psychological, social, and political empowerment and developing them into reliable and valid measurement scales. After validation, the three sub-scales were tested in a Confirmatory Factor Analysis (CFA), which demonstrated them to be construct valid based upon tests of convergent, discriminant, and nomological validity. These scales were subsequently included as antecedents to residents' perceptions of tourism's impacts, as well as their overall support for tourism in a Structural Equation Model (SEM) analysis. The SEM analysis found all three dimensions of empowerment to have significant relationships with perceptions of tourism's positive and negative impacts with the construct of psychological empowerment being the only empowerment dimension to have a direct and significant relationship with 'support for tourism'. Lastly, the study expanded these areas of research through conducting the study across three counties with varying emphasis placed on sustainable tourism. Floyd, Botetourt, and Franklin County, Virginia were selected for sampling based upon their homogeneity in regards to tourism product, per capita tourism expenditures and economic condition and their heterogeneity in regards to emphasis on sustainable tourism. Nine hundred surveys were distributed across the three counties with 703 ultimately used in the analysis. The results partially confirmed the hypothesis that resident attitudes toward tourism differ by a county's emphasis on sustainable tourism. Future research needs to further investigate sustainable tourism's influence on residents' attitudes toward tourism. / Ph. D.

This thesis is concerned with the quality of care for the elderly in nursing homes, responding to a critical social and demographic imperative. The aim of this study is to provide a service quality construct for nursing homes to increase client focus and satisfaction. The research is underpinned by the service quality literature. It utilises the SERVQUAL construct to explore the nature of service quality in nursing homes through semi-structured interviews with nursing home residents and resident's families. A service quality scale was constructed comprising six dimensions and 27 scale items capturing service delivery in nursing homes. This scale was purified through a survey of residents and family members (n=263). Through exploratory factor analysis, six importance and four experience factors were identified. Regression analysis was used to identify relationships between the factors, service quality and satisfaction. The results indicate that importance does not predict perceived quality, though experience of responsiveness and hospitality and courtesy and personal approach are indicators of service quality. Furthermore, quality emerges as a predictor of satisfaction. From these outcomes, a service quality construct was developed which comprises of service marketing and service quality dimensions. This thesis contributes to the construction of the concept of service quality in nursing homes, its dimensionality and thus the precursors of satisfaction. These have considerable implications for the management of nursing home services.homes, its dimensionality and thus the precursors of satisfaction. These have considerable implications for the management of nursing home services. / Sodexo the Netherlands

INTRODUCTION: Academic half-days (AHDs) are regular teaching events that occur outside of patient care. AHDs often take the form of extended didactic lectures, despite the literature around effective teaching techniques. This may decrease residents’ ability to pay attention to the content being presented and instead promote mind wandering (defined in this thesis as self-reported task-unrelated thought). This thesis examines mind wandering during academic half-days (AHDs) in postgraduate medical training through two studies, with the overarching goal of understanding how results might inform the design of classroom-based teaching sessions in postgraduate medical education. METHODS: In the first study, a qualitative approach was used to examine residents’ perceptions about the nature of their learning experience during AHDs. Two focus groups were held with residents in hematology (n = 5) and obstetrics and gynecology (n = 15) and analyzed using a thematic analysis approach. In the second study, thought probes were administered approximately every 15 minutes during three AHD sessions in each program (hematology: n = 6 residents; obstetrics and gynecology: n = 30 residents) to quantitatively examine how three commonly-used instructional methods (didactic lecture, group discussion, and case-based learning) influenced mind wandering during AHDs. RESULTS: Findings of the qualitative study revealed differences with respect to residents’ overall perceptions of AHDs, perceptions of attention during AHDs, and motivations for learning. However, residents in both programs agreed that presenters could maximize resident engagement and learning by spending more time on case-based learning and group discussions as opposed to didactic lectures. Quantitative findings supported resident perceptions, demonstrating significantly less mind wandering during case-based learning (7%) than didactic lectures (33%). CONCLUSIONS: The findings of this work suggest that instructional method influences the amount of self-reported mind wandering during AHDs, and specifically, that case-based learning may be more effective than didactic lectures in maintaining engagement during AHDs. / Thesis / Master of Science (MSc) / Academic half-days (AHDs) are regular teaching events that occur outside of patient care. AHDs often take the form of extended didactic lectures, despite the literature around effective teaching techniques. This may decrease residents’ ability to pay attention to the content being presented and instead promote mind wandering (defined in this thesis as self-reported task-unrelated thought). This thesis examines mind wandering during AHDs, with the goal of understanding how results might inform the design of classroom-based teaching sessions in postgraduate medical education through two studies: a qualitative study examining residents’ perceptions about their learning experience during AHDs, and a quantitative study examining how three commonly-used instructional methods (didactic lecture, group discussion, and case-based learning) influenced mind wandering during AHDs. Taken together, these two studies make a contribution to the exploration of how classroom-based teaching sessions such as AHDs can be optimized to enhance student learning in postgraduate medical education.

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