Practicing nurses need to be qualified at the baccalaureate level at a rate of 80% by 2020 to meet the needs of the increasingly demanding healthcare industry. Designed to meet this need, the online RN-BS (registered nurses earning a Bachelor of Science) nursing program at a local university has a declining completion rate that needs to be addressed and increased. The conceptual framework for this project was a qualitative program evaluation with a case study design; the project was designed to determine if the structure of the program was limiting student success or if factors experienced by full-time working RNs in the program were impacting success. E-mail interviews were conducted with 29 students in the online RN-BS nursing program who were selected through purposeful sampling. Research questions for this study examined the barriers faced by experienced nurses when they studied in the online RN-BS nursing program while maintaining their work schedule as RNs. Predetermined, open-ended, semistructured questions produced data that were analyzed through coding and theme identification. Themes were validated through member checking and use of an external auditor. Data revealed that students preferred the online format of the program to a face-to-face program, and they felt the local university nursing faculty was responsive and supportive. Challenges the students faced were primarily time management, cost of the program, information technology issues including learning the learning management system, group projects, and study skills. Based on the findings, an orientation program was developed that will affect social change by helping the local university nursing students complete the baccalaureate preparation they need to comply with the increasing industry demands.

Research shows a math achievement gap for at-risk and economically-disadvantaged students in the United States. To address this issue, a Texas school district implemented a 90-minute math block-scheduling program with 8th grade students. Shaped by the academic learning time and social justice theories, the purpose of this quantitative program evaluation was to determine if students in 3 key subgroups (low performing, low performing and at-risk, and low performing and economically-disadvantaged) who participated on the 90-minute block-schedule performed significantly better on the math state standardized assessment than did students in the same subgroups who remained on the traditional schedule. This retrospective causal-comparative design compared existing scores from the 2013 Math State of Texas Assessments of Academic Readiness (STAAR) of 109 8th grade students (n = 49 block-schedule; n = 60 traditional schedule) for each of the 3 key subgroups. Mann-Whitney U tests indicated no significant differences in Math STAAR scores for the 90-minute block-schedule groups versus the traditional schedule groups for any of the 3 key subgroups studied. Results suggest the 90-minute block-scheduling program was not effective in producing better math assessment scores compared to the traditional schedule for these students. Findings were presented to district decision makers in an evaluation report, which may motivate district stakeholders to reevaluate current educational practices and funding allocations to improve math achievement of low performing students and produce positive social change.

In a north Texas school district, district administrators were concerned that mathematics scores at the target middle school have fallen below the state average since 2010. Despite professional development (PD) provided by the district, administrators believed that teachers were not using professional learning community (PLC) data reflection practices to improve mathematics performance. The purpose of this qualitative case study was to explore middle school teachers' as well as the administrative dean's perceptions of the levels of depth regarding teacher dialogue and collaboration related to mathematics instruction, classroom delivery strategies, data analysis of student performance, and lesson design within PLCs. The conceptual framework for this study centered on the characteristics of Senge's learning organization theory, Hord's PLC characteristics, and DuFour's model of collaboration for improving student achievement within PLCs. Six participants from the target school included 5 Grade 7 mathematics teachers and 1 administrative dean. Data were triangulated from interviews, observations, and archival documents and analyzed using comparative and inductive analyses. Themes supporting the findings indicated the teacher need for additional PD in the areas studied. Recommendations in the position paper include the evaluation of PLCs. The resulting project may deepen understanding of PLC needs related to data discussion, lesson planning, and may contribute to PLC or PD policy-related changes in the district. Enactment of the recommendations will improve PLC implementation strengthening teachers' collaboration and instructional skills resulting in positive social change and increased student mathematics performance.

People released from incarceration are not equipped to deal with the challenges of transitioning back into society. Previous research on reentry suggests that correctional institutions may fail to adequately prepare inmates to transition to community life at the time of release, and little research addresses the perspectives of incarcerated people who have experienced reentry. Using social justice theory and the institutional analysis and development framework as guides, the purpose of this ethnographic study of reentry programs in a western state was to (a) determine how well they meet the needs of ex-offenders receiving reentry services, (b) identify best practices if their needs are being met, and (c) document challenges experienced by participants and program staff. Data were collected through in-depth interviews with 2 staff members, and 12 male and 3 female ex-offenders recruited through flyers at three different reentry programs. Interviews were transcribed, subjected to deductive coding, and a thematic analysis procedure. The key finding of this study was that participation in reentry programs supports the values and hope of second chances for ex-offenders, but formerly incarcerated people need access to resources and support in order to achieve social and financial independence. The results of this study validated the two theoretical frameworks used. To the results of the study indicate that program administrators should establish methods to monitor and track outcome success, and policy makers should consider increases in funding to expand reentry projects that have demonstrated successful reentry projects and thus promote improved public safety outcomes.

During the last decade, the number of runway incursions at airports in the United States and worldwide has increased. The Federal Aviation Administration (FAA) has developed the Runway Safety Program (RSP) to address these concerns and improve the safety of the National Airspace System (NAS). The purpose of this study was to determine whether the FAA 2009-2011 RSP has effectively reduced runway incursions at the nation's 5 busiest airports using data from 3 years before and 3 years after the RSP. A comparison group interrupted time-series design was used to determine the impact of the RSP. A public policy framework served as the theoretical foundation for this study. Data were collected from the FAA on runway incursions occurring from October 1, 2005 through September 30, 2014 and assessed for appropriate inclusion criteria. An analysis of the dataset using chi-square and Mann-Whitney U tests established that though the RSP has made progress, it has not effectively reduced runway incursions at the nation's 5 busiest airports. The RSP has decreased the number of runway incursion caused by air traffic controllers, reduced the overall severity of runway incursions, as well as positively influenced when, during the phase of flight, most runway incursions happen. An increase in pilot deviations suggests finding better ways to reduce these type of runway incursions is critical, especially with the forecasted growth in air travel. Continued deployment of runway safety technology is also important. With increased aviation safety, positive social change will occur through enhanced public safety while traveling, safer working environments at airports, as well as economic stimulus resulting from increased aviation activities benefiting individuals and developing countries throughout the world.

This applied dissertation study utilized the 2007 version of Stufflebeam’s Context Input Process Product Evaluation Model to evaluate the library training program for graduate psychology students at a not-for-profit university in south Florida. The purpose of the study was to evaluate the library training to determine the extent to which desired institutional outcomes and students’ needs were being met. During the 2007-2008 academic year, students received library training by completing an online tutorial known as the e-train module in their first year of study at the university. Data from 14 interviews conducted with librarians, faculty, and students; 100 graded etrain modules; student responses to an online library questionnaire regarding the e-train module; a document containing background information about the library training program for psychology students; and a Southern Association of Colleges and Schools library training report were reviewed and analyzed during the course of the study. Results indicated that the library training needed significant modifications, and students were not acquiring essential library skills. The institution’s librarians and faculty were also dissatisfied with the library training. Based on the study findings, recommendations for changes were provided to the school of psychology and the library. Recommended changes included developing more interactive training that incorporated multimedia elements and integrating library training into the psychology curriculum. In addition, library activities should be tied to specific assignments, and students should receive library training that builds sequentially and developmentally throughout the course of their programs. Study findings played a significant role in the implementation of changes planned for the library training for the following 2008-2009 academic year.

Evaluation of an Early Intervention System at a Law Enforcement Agency. Robert Scott Russell, 2014: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Computer Software Evaluation, Crime Prevention, Law Enforcement, Police Community Relationship, Program Evaluation. The problem addressed through this program evaluation was that no formal study had been conducted regarding the implementation and effectiveness of the BlueTeam Program (BTP) within the law enforcement agency (LEA) serving as the study site. The BTP is a program that utilizes a computer application to track officer behaviors and alert administrators to potential trends in officer misconduct and complaints against officers. The program evaluation was guided by the process and product segments of Stufflebeam's (2003) content, input, process, and product model. To conduct the evaluation, the researcher used a mixed methods approach for analyzing both qualitative and quantitative data. The perceptions of LEA stakeholders regarding the BTP, such as the sufficiency of staffing, budget, training, and ongoing support for effective implementation, were first collected. Quantitative data, consisting of archived, deidentified indicators of officer misconduct and complaints against officers acquired through the BTP, were then analyzed. Findings of the study were that the BTP was effective in reducing incidents of officer misconduct and complaints against officers and for use in identifying which alerts were valid indicators of misconduct and complaints against officers. The one concern of stakeholders involving the BTP was limited nighttime vision; the recommendation for program improvement is that this shortcoming be addressed to determine possible solutions. Recommendations for future research involve the need for initial determinations, as well as formative evaluations, pertaining to the following three areas: (a) ascertaining the way in which the early intervention system will be used, (b) identifying the indicators of misconduct that will be tracked, and (c) determining the threshold at which the system will issue an alert.

>Evaluating the Effectiveness of a Leadership Studies Program. James P. Hopkins, 2013. Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Undergraduate Study, Student Experience, Program Effectiveness, Program Evaluation, Leadership. This case study reported on the effectiveness of the Jepson School of Leadership Studies program of instruction at the University of Richmond. The research extended and replicates research of a similar nature completed by Brungardt (1997) at Fort Hays State University and Funk (2005) at Kansas State University. The study investigated if the academic programming was an effective change agent were the attitudes, behaviors, or knowledge of the graduating seniors affected, and, if so, how. The study also reviewed which curriculum components pedagogy, course content, or service learning were most effective. This mixed-methods study focused on the perennial question surrounding academically based leadership studies programs are they effective? While effectiveness and causation are the main themes of this research, the study also addressed the utility of mixed-methods research on leadership topics and the need for further research into programs offering leadership studies degrees. The results suggested that students changed by growing in leadership capacity and efficacy through their Jepson School academic experiences. Quantitative instruments reflect growth in leadership behaviors from the sophomore to senior years and an overall satisfaction with the Jepson academic programming. The qualitative instruments added weight and meaning to quantitative results by explaining program impacts and benefits from a student, alumni, and key staff perspective. The results of this study matched the results of previous research and suggested that academic leadership studies programs are effective change agents.

This applied dissertation was designed to provide a longitudinal evaluation, using Stufflebeam’s context, input, process, and product (CIPP) model, of an organizational change effort to minimize restraint and seclusion within a behavioral health care facility that serves at-risk and high-risk clients with intellectual, developmental, and psychiatric disabilities. The change effort was developed and implemented at Grafton Integrated Health Network, an agency in the mid-Atlantic region that provides a continuum of care to children and adults in residential, educational, and home settings. Interviews showed insight into all 4 components of the CIPP model. Data from 2003–2013 revealed a 93% decrease in restraint frequency, coupled with an 81% decrease in staff injury, a 51% decrease in client-induced injury, and a goal-mastery increase of 135%. This shows that trauma-informed, less restrictive treatment methods provided safer treatment for individuals with a variety of disabilities, and it saved the organization over $12 million in lost time expenses, turnover costs, and workers’ compensation policy costs. Implications of the change model are considered and commonalities among trauma-informed care, applied behavior analysis, and positive behavior supports are discussed.

This applied dissertation was designed to evaluate the business and leadership components of a Registered Nursing (RN) to Bachelor of Science in Nursing (BSN) program at the university. The problem was that an evaluation of the present RN-to-BSN curriculum had not been conducted since 2006 to determine if the best practices in business and leadership were current, applicable, and relevant in the current RN-to-BSN curriculum. The researcher utilized an evaluation methodology to assess the business and leadership components of an RN-to-BSN nursing program. An evaluation tool was developed and used to compare expected outcomes (criteria) of current practices to expected outcomes (criteria) of best practices in the field of nursing. The expected outcomes (criteria) of current best practices were developed from a review of the literature, data collected from RN-to-BSN alumni students, and input from formative and summative committees. Thirteen specific procedures guided the study to assess the value, merit, and worth of the program and to answer six research questions. The final evaluation by the expert panel revealed that the current best practices in business and leadership taught in Nursing 4020 and Nursing 4030 courses were not current with preferred best practices. The final report recommended updating the courses with current best practices collected from the literature, formative and summative committee members, practicing RNs, and experts in the nursing profession.