This study was designed to measure the relation of education and ethnic identity to attitudes towards bilingualism in two different ethnic groups, Asian and Latinos in the United States. In order to do this, an instrument was developed to measure attitudes towards bilingualism. No significant relations were found among education or ethnic identity and attitudes towards bilingualism in either group, but analyses revealed several other significant relationships. The two subscales of ethnic identity, MEIM-R Commitment and Exploration, were related to each other both within Asian and Latino groups and in all participants combined. In the combined sample, education levels of participants' mothers was correlated with the MEIM-R subscale of Exploration. In addition, participants with a Bachelors Degree or above were found to have significantly higher ethnic identity levels of MEIM-R Commitment than participants with an Associates Degree or below. Participants with mothers who possess a Bachelors Degree or above were found to have significantly higher ethnic identity levels of MEIM-R Exploration than participants with mothers who possess an Associates Degree or below. Finally, Asian participants were found to have lower levels of MEIM-R Commitment when compared to Latino participants. / by Cuong T. Le. / Thesis (M.A.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

This study detected and explored the existence of two proposed school cultures, the use of leader actions by principals, and the relationships between them, of a sample of 42 public schools in Southeast Florida. A quantitative non-experimental design was used, guided by eight research questions. One instrument, the BSJQ, was created for the purposes of detecting school normative cultures and another, the SLQ, was refined and used to detect principal leader actions. The existence of Business and Social Justice cultures was confirmed, and three latent cultures of Standards Performance, Democratic Community and Equity Curriculum were discovered. Of the schools participating, 74% had at least one of these cultures. The use of four leader actions was measured and statistically associated with different detected cultures. Managing/Transforming and Bridging actions were associated with all, Bonding was associated with all except the Equity Curriculum culture, and Bartering was associated only with the Business/Standards Performance culture. The schools' context had limited impact on the relationship between actions and culture. / Only higher student poverty increased the principal's use of Managing/Transforming actions in schools with a Democratic Community culture. Four principal demographics - years as principal, years at the school, undergraduate major, and level of graduate study - had a actions and school culture. The study reinforces Pisapia's (2009) theory of strategic leadership, develops new instrumentation to measure cultures associated with social justice and accountability, and provides guidance to principals and those who educate them on leader actions associated with desired school cultures. / by Daniel Reyes-Guerra. / Thesis (Ph.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

The purpose of this exploratory study was to identify common practices of school-of-the-arts administrators and to determine if these commonalities differ from the practices of effective school leaders in general. A sample of administrators (n=92) completed a 3-part Likert survey based on the 21 attributes identified in the balanced leadership model. Five research questions guided this study which looked for both common and unique leadership challenges facing principals in schools of the arts. Prinicpals ranked the practices in order of importance. Although the statistical analyses revealed no significant differences among the variables of instructional levels (elementary, middle, and secondary), gender, or school grade designations, descriptive statistics as well as qualitative data found a number of emergent themes including principal outreach, principal advocacy, focus, flexibility, curriculum, funding challenges, and the commitment to being there(i.e., at the school). Based on the findings, a plus one model was developed illustrating the tensions across organizational management, instructional leadership, and artistic leadership, all of which must function simultaneously in order to lead a successful school of the arts. While only one study, the findings suggest that regular school principals might want to consider incorporating successful school-of-the-arts practices in their own schools. / by Kevin Gardner Perry. / Vita. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web.

Not available / text

Not available

published_or_final_version / Education / Master / Master of Education

Indiana University-Purdue University Indianapolis (IUPUI) / Despite more than 40 years of research and governmental support, African Americans continue to be underrepresented in the nursing profession compared to the population it serves. Though some progress has been made over the past 20 years, the American Nurses Association (ANA), American Association of Colleges of Nursing (AACN), National Black Nurses Association (NBNA) and Institute of Medicine (IOM) continue to identify increasing diversity as a disciplinary priority. Further understanding of the experiences of African American nursing students is needed to inform decisions about recruitment, retention and successful matriculation of these students. This qualitative descriptive study focused on understanding the experiences, and the meaning those experiences had, for African American students who attended predominately European American schools of nursing. Data were collected through semi-structured interviews with fourteen African American nurses who shared their experiences in pre-licensure nursing programs. Thematic analysis revealed two salient themes: "Standing out" and "It's not just about me." The findings from this study shed new light on this persistent issue and inform faculty members and nursing school administrators about the strategies and ways of framing the educational experience that may create environments that are welcoming to African American students to address the retention of African American students in pre-licensure nursing programs.

Indiana University-Purdue University Indianapolis (IUPUI) / The nursing shortage has reached unprecedented levels in the United States. In a response to meet current educational needs and demands to recruit, retain, and expand enrollment of students in baccalaureate programs in nursing, the growth of online education has been dramatic. As growth continues, graduation rates and program retention are a concern. The purpose of this study is to examine the relationship between student motivation, academic context, cost-benefit appraisal, and intent to persist in RNBS completion online programs. The conceptual model used in this study was Student Online Academic Persistence a researcher developed model which is primarily based on the work of Tinto, Bean & Metzner, and Rosenbaum. Research questions: 1. Among students enrolled in RNBS completion online programs, do motivation and context predict cost-benefit appraisal? 2. Among students enrolled in RNBS completion online programs, what is the relationship between cost-benefit appraisal and intent to persist in the program? Data were collected via a Web-based self-report questionnaire and subjected to descriptive and inferential analyses which included the use of linear regression and correlations. From a population of 3606 students from three schools of nursing who were enrolled in an RNBS completion online program, 704 usable surveys were returned, with a response rate of 19%. Technology self-efficacy correlated positively with goal orientation, goal commitment, satisfaction with institution and faculty, cost-benefit appraisal and intent to persist. Goal commitment to the program and satisfaction with institution were found to be important in the persistence of students. A continual decision making process involving cost-benefit appraisal was also found to impact student intention to persist in the program of study. Recommendations for faculty include assuring student technology self-efficacy and developing an online transition course designed to normalize the experience of adults engaging in online education. Future research which further tests the Student Academic Online Persistence model and explores the lived experience of the online student is suggested.

No description available.

Indiana University-Purdue University Indianapolis (IUPUI) / A causa de la falta de acceso al español formal y al español escrito, es típico que después de dos generaciones de inmigrantes, los hispanos pierdan su competencia en español. La lectura voluntaria, cuando uno lee porque quiere, es utilizada como método de impedir la pérdida del español como lengua de herencia. El propósito de este estudio es investigar cómo la lectura voluntaria facilita la adquisición y el mantenimiento del español como lengua materna.