ABSTRACT Research into young childrens leadership skills is sparse and focused on leadership in classroom contexts. Understanding of leadership development in young children can be expanded by studying parents perceptions of childrens leadership development as it is enacted in contexts outside of the school. The purpose of this qualitative study was to provide an examination of beliefs, practices, and contextual relationships of families with young children who were identified within their schools as having strong leadership skills. Student leaders were identified using the Leadership subscale of the Scales for Rating the Behavioral Characteristics of Superior Students--Third Edition (SRBCSS-III; Renzulli et al., 2010). Four mothers and three fathers of identified first graders who met income level, gender, and ethnic selection criteria participated. Interviews were conducted with structured and unstructured open-ended questions and parent journals were collected from participants. This research provides (a) a synthesis of early childhood leadership research in classroom settings and (b) an understanding of the parenting practices and beliefs that parents perceive as helping young children develop leadership skills. A synthesis of early childhood leadership resulted in 10 categories of young leadership typically seen in the classroom. The resulting categories were: shows awareness of differences in people, has influence on others, regulates emotions, is socially active, expresses creativity, is highly organized, displays physical competence, displays self-confidence, exhibits linguistic competence, and listens to peers. This study added new categories of young leadership enactment outside of the classroom setting. The new categories were: determination, morality, love of learning, and non-biased attitude. Using Bronfenbrenners Bioecological Model (1979; 1999), contextual influences on young childrens leadership development were investigated. Findings indicate that parents perceived the childs personality and the childs environment as having a joint effect on leadership development. Parents discussed their perceptions of supportive and non-supportive influences on young leadership development. Implications of parents' perceptions for classroom teachers' support of young children's leadership development are provided.

The purpose of this study was the development and testing of a novel method for assessment of white blood cell (WBC) identification skills used in the field of Clinical Laboratory Sciences (CLS). A dual format exam was administered to both novices (students) and experts (laboratory professionals). Format 1 was similar to current assessment formats, simply presenting a series of single WBC images for identification. Format 2 applied principles of visual cognition, grouping WBCs for identification by patient and presenting multiple example images from the patient before requesting identification of individual cells. This novel exam format was intended to: (a) provide a contextualized visual background for single cell identifications, (b) mirror the process of WBC identification used in clinical practice, and (c) promote improved performance on difficult/atypical WBC identifications. The second phase of this study implemented qualitative methods to categorize the general cognitive processing styles used by novices/experts as either analytical or similarity-based. Cognitive processing styles were compared across the 2 levels of expertise as well as across exam formats. Statistical analyses did suggest that expert performance levels were significantly improved by the novel exam presentation format. Novice performance, however, was not significantly altered by exam format. Evaluation of response times indicated that expert response times were significantly shorter than novice response times in format 2, but not in format 1. In addition, analysis of qualitative data suggested that experts differed significantly from novices in their cognitive verbalizations for format 2, with experts making more statements at a higher cognitive level than did the novices. Format 1 verbalization differences were not found to be significant. Overall results indicated that the novel exam format invoked experts to implement similarity-based processing, allowing some identifications to be made at the level of the patient case, rather than simply at the feature identification level. Implications of this study include possible alterations to current certification/proficiency exam formats for questions requiring the visual identification of white blood cells. This study also suggests that using patient image sets as instructional stimuli may encourage the development of advanced cognitive processing skills in students.

The Biglan system of classifying disciplines in groups based on similarities and differences in their subject matter has been validated in numerous empirical studies. The present study sought to expand that validation by comparing two Biglan groups that include disciplines representing the social and behavioral sciences. As a unique point of comparison, preferred research methods were contrasted between Psychology and Sociology forming one group of pure disciplines and Education and Nursing forming another group of applied disciplines. A code sheet was developed to categorize the various components of published research, distinguishing at the most basic level quantitative, qualitative, and mixed methods type articles. Data was collected from research articles published in high impact journals from each discipline. The complete data set consisted of the codes from 150 randomly selected articles from journals in each discipline, or 300 articles per group. These codes were converted into frequencies and analyzed using the Chi-Square statistic. Findings showed there are significant differences in preferences for quantitative, qualitative, and mixed methods research approaches between the two Biglan groups. Significant differences were also found in certain methodological components of the basic research approaches including research designs, sampling methods, and data collection methods. Evidence was also found of the philosophical paradigms underlying methodological choices, and analysis revealed significant differences in the paradigms preferred by the two groups. All of these findings support the validity of the Biglan scheme of classifying disciplines based on differences in the preferred approach to research methodology. These findings also suggest that the Biglan system represents a useful tool for promoting interdisciplinary discourse on research. Directions for future research are indicated that would further confirm the findings of the present study, move towards a wider validation of the Biglan system, and explore more deeply the philosophical underpinnings of the paradigmatic differences founding diverse research methodologies.

This mixed methods, exploratory study investigated the importance of the menstrual cycle diagram for understanding human reproduction. Several theories were used to support this study including Visual Design Theory (Tufte, 1990, 1997, 2001), and Human Constructivist Theory (Mintzes, Wandersee, Novak 1998). The two sexuality education programs used by society, abstinence-only programs and comprehensive sex education programs were compared to illustrate how this study applies to the current state of sexuality education in the United States. Community college students from two institutions in the southern region of the United States, registered in five introductory biological science courses, participated in a unit on the menstrual cycle diagram. These students were given a pretest and posttest probing their knowledge about the menstrual cycle and the value added by using a menstrual cycle diagram during instruction. The main diagram that was tested used a calendar format diagram designed by the researcher. After the posttest was administered, six students from each course were clinically interviewed. A partitioned content analysis was performed on the qualitative data with respect to student understanding and variables--gender, age category, prior knowledge, childbearing experience and geographic area. Pearsons chi-square analysis was used on the quantitative data to determine if there was a statistically significant difference between the answers for each question on the pretest and posttest. In addition, a paired t-test was performed on the quantitative data to determine if there was a statistically significant difference between the pretest and posttest scores of the students who participated in the study, overall and by category. Nine of the 23 questions showed a statistical significant difference between the pretest and posttest. On six of those nine questions the students knowledge increased as a result of the presentation. The areas of the menstrual cycle where knowledge was gained included: menses/menstruation, ovulation, menopause, hormonal control, and life span of sperm. During the interviews, students indicated there was value added to their understanding of the menstrual cycle with the use of the content-equivalent, calendar-format menstrual cycle diagram. The value added was directly related to the symbols used to represent the events of the menstrual cycle.

This study examined the value added to standard textbook-based instruction of plant biodiversity by the use of the exemplary interactive CD-ROM, Conserving Earths Biodiversity. This CD-ROM features renowned conservation figure E.O. Wilson. The setting of the research was an introductory biology course in a rural public community college in the Deep South. Six participants were purposively selected to represent three levels of achievement and two groups, the CD-ROM group (exposed to CD-ROM in addition to the textbook) and the textbook group (only course textbook). Students experienced lecture-based, textual, virtual, and real experiences, and examined their ability to understand biodiversity-related concepts and to pursue guided-inquiry questions about local plant biodiversity. Their performance was assessed through activities, quizzes, concept maps, interviews, surveys, and students presentations. This study led to three main findings. First, use of the CD-ROM, in addition to the textbook, allowed students to form a well-rounded grasp of plant biodiversity. Second, use of the CD-ROM enhanced the development of inquiries on local plant biodiversity and the metacognitive phase of assigning roles for local plant diversity. Third, the Plant Biodiversity Literacy Rubric [PBLR] was developed, based upon the history of the concept of biodiversity and was used to evaluate students progress by assigning them to various levels of understanding during the study. The students in the CD-ROM group gained a broader perspective of plant biodiversity-related concepts, such as levels of biodiversity, hot spots, genetic diversity, food plant diversity, and threats to biodiversity. The CD-ROM was never detrimental to the learning process. They were more self-directed in their development of inquiries, felt more confident about their presentations, and were more metacognitive during their inquiries. Performance on specific activities such as the essay and The Golden List of Species suggested an enhanced cognitive-behavioral/affective experience for students in the CD-ROM group. The PBLR is an exportable instrument, which may allow ecology educators at all levels to assess students levels of understanding in a sensitive way. At this time, it is critical to gauge effective understanding of plant biodiversity and ecology education, as it is vital to the survival and well-being of life on Earth.

The manhood constructions and collegiate experiences of twenty-four engaged African American men enrolled across twelve, four-year colleges were explored. The purpose of this study was to inform colleges about the ways in which these men construct their manhood. The manifestations of these constructions in African American college men's behavior, enrollment, and campus engagement were also investigated. The participants, who represented a range of college engagement, were enrolled in colleges that are situated across the nineteen southern and border states of the United States of America. The institutional selection matrix was further disaggregated according to predominant population (HBCU, HWI) and institutional funding type (public, private). A qualitative research approach was used to forward this study. Specifically, a combination of grounded theory, phenomenological, and case study methodologies examined the nexus between African American manhood and collegiate experiences. The combined research methods were applied to data gleaned from face-to-face interviews that lasted over two hours. Six trustworthiness techniques support the following emergent themes of manhood constructions and collegiate experiences: (1) self-expectations (2) relationships and responsibilities to family (3) worldviews and life philosophies (4) double-consciousness (5) institutional recognition (6) constructing faculty/student relationships (7) mentoring and supporting (8) bridging campus and community. Respondents reported differences in the ways in which they were treated and engaged in historically black and white institutions, also reinforcing various manhood constructs. Emerging divergent perspectives informed a grouping of these men into the following manhood typologies: (1) sexualizer (2) transgressor (3) misogynist and (4) self-actualizer. The manhood typologies were presented in this dissertation research to further highlight the complexities, underscore the pressures, and draw attention to the ways in which society, and its sundry contexts, further complicates these men's manhood constructions. Implications are included for the following higher education areas: (1) institutional climate (2) student mentoring (3) faculty development (4) student enrichment (5) contextual cross-pollinations by race and gender. Implications for theory and research are also presented.

The purpose of this study was to investigate how photograph-based life science multiple-choice items influenced Louisiana science students' performance on statewide standardized tests, in comparison with text-based items about the same content. This mixed methodology research study focused primarily on types of multiple-choice items, specifically five matched pairs of multiple-choice items, text-only and same-text with a photograph. For the 2007 LEAP field test, statistics from 11 multiple-choice items were utilized to characterize student performance on photograph-based multiple-choice items. Data from all Louisiana 8th grade students taking Form 3 (n=1130) and Form 4 (n=1182) were analyzed to compare student performance on each item type. Additional case study research was conducted in two schools. Within each school, one 8th grade class was exposed to the 20-Question Model (Wandersee, 2000) (treatment group); the remaining 8th grade classes were not (control group). Questionnaires were given to all 8th grade students at each school which focused on the student's experience when answering the field test questions with a photograph. In addition four eighth-grade students, who were contrasted on gender and on high or low academic performance, were interviewed and asked to co-construct six concept maps related to six different test items used in the study (four with photographs, two without photographs). The analysis of the quantitative data showed a significant difference on the heron item. There was a moderate positive correlation between achievement level and mean number correct on the photograph-based items (r_s=.1536). The data show that students performing at low achievement levels benefited from the photograph-based item. The qualitative data analysis revealed positive student perception when working with photographs during classroom instruction and taking assessments. The student interviews and concept maps with the four students revealed students' conceptions and misconceptions about life science concepts.

Electronic assessment systems (EASs) have proliferated teacher education programs in postsecondary education. Mostly, these systems facilitate candidate and program assessment through technology-mediated procedures, allowing for greater efficiency and accuracy in data collection and analysis. If implemented successfully, the work of individuals associated with teacher education programs from faculty members to assessment coordinators and beyond has the potential to benefit from utilizing the system for course-based and programmatic assessment, both of which are criteria for the accreditation of teacher education programs by the National Council for Accreditation of Teacher Education (NCATE). This qualitative study explores the perceptions of faculty and assessment coordinators at three institutions of higher education as they relate to three different EASs. Such research is absent from current literature. However, limited research on EASs does exist, and this study contributes to that research within the context of teacher education programs and the innovation diffusion theoretical framework. To accomplish that, the research questions are addressed through the use of informal conversational and interview guide protocols, both suggested by Patton (2002), with the participants. Data analysis reflects the constant comparative method of qualitative data analysis (Glaser & Strauss, 1967), and the results of that analysis are presented in question-and-answer case study and cross-case analysis formats. These reporting methods present comprehensive results through thick descriptions (Patton, 2002) and discussions of cross-case themes, respectively. Results of this study lead the researcher to conclude that EASs are significant in teacher education programs, and the results reveal that the critical issues regarding EAS adoption relate to (1) technology mandates by NCATE, (2) the issues of change and innovation diffusion as they relate to individuals and organizations, and (3) the standardization effect of EASs on assessment.

Researchers in the field of gifted education have pointed to the need for deeper understanding of the complex expectations and experiences of beginning teachers of the gifted (Pollak, 1996; Hanninen, 1988), that is, teachers of the gifted who have less than three yearsâ experience teaching gifted learners. Further, several important questions remain unanswered regarding the structure/content of preparation for pre-service teachers of the gifted (Joffe, 2001; Chan, 2001; Mills, 2003; Hansen and Feldhusen, 1994; Johnsen, 2004). Finally, the field of gifted education would benefit from insight into the experiences of beginning teachers of the gifted, particularly insight from a first-hand perspective. The purpose of this qualitative research effort was to shed light on the expectations and experiences of beginning teachers of the gifted. This was done through the utilization of the case study approach, whereby seven beginning teachers of the gifted were invited to participate. The research aimed to provide school districts, both locally and nationally, with insight into what can be done to assist in the preparation, support and retention of beginning teachers of the gifted. The final purpose of this study was to give voice to the experiences of this population of educators. The findings of the study center on the notion that the needs of beginning teachers of the gifted are different from the needs of other beginning teachers. Namely, all seven participants felt that their undergraduate courses in education, and to some extent their graduate courses, did not adequately cover the needs of the gifted. Participant insight revealed a calling for curriculum training on differentiating instruction and acceleration. Beginning teachers of the gifted reported a desire to receive training on the social and emotional needs of the gifted, and the IEP. More specifically they felt unable to address the social and emotional needs of this population, particularly underachievement and depression. Finally, these beginning teachers of the gifted expressed a need for other kinds of supports such as mentors and opportunities to network with other teachers of the gifted.

The primary purpose of this exploratory study was to determine if there is a best model available for public research universities to use when they are implementing or revising a mechanism to commercialize early-stage academic biotechnology inventions and discoveries. Unintended consequences, including conflicts of interest, faculty roles, and the mission of the public research university were also studied in order to determine if these issues could be managed or removed when academic biotechnology commercialization occurred. This study compared the best practices biotechnology commercialization model at the University of California San Diego (UCSD) with biotechnology commercialization mechanisms in place in three different public university settings: Georgia Research Alliance (University of Georgia), University of North Carolina Chapel Hill (MBA Entrepreneurial program and Carolina Challenge), and Pennington Biomedical Research Center - Louisiana State University System. The UCSD model included five key components declared essential for commercialization success including: 1) small size of the institution, 2) higher than normal research dollars for faculty, 3) extremely entrepreneurial community, 4) integrated life sciences curriculum, and 5) integrated commercialization track (funding, R&D expertise, springboard for new companies). The study found that not all five components which were deemed essential for success at UCSD were necessary in designing a successful model in the other three organizations. Five new components also emerged as important to consider when creating a commercialization model, including: 1) highly-focused program, 2) critical mass of faculty who commercialize, 3) workforce development, 4) research cross-collaborations, and 5) faculty incentives for commercialization. The study also found several options for managing or removing unintended consequences associated with commercializing early-stage technologies, including: 1) channeling of commercialization revenues to support academic programs, 2) developing university foundation programs for arms-length activities including equity in new companies, and 3) developing specific allowances for faculty engaged in start-up company activities. The researcher recommended that further study be conducted for two of the original five components (higher than normal research dollars for faculty and integrated life sciences curriculum) because they were under-represented or did not exist in the models analyzed.