This qualitative study examines the impact of cultural change on the perspectives of business and economic teachers in Kazakhstan, a country that has experienced tremendous change since gaining its independence from the Soviet Union in 1991. During this study, eighteen participants completed semi-structured interviews. Data was analyzed using an approach derived from phenomenography. Six changes in society, as well as specific changes in students, were identified as significantly impacting participant?s teaching. Participants stressed that, as a result of the changes taking place, a new world was opening for them and a new model of higher education was emerging in post-Soviet Kazakhstan. While some teachers found a renewed interest in teaching, most found teaching more difficult as a result of cultural change, with some deciding to leave the profession altogether. The study?s participants also shared their understandings of effective teaching, identifying two goals and describing six approaches effective teachers use in teaching. Differences emerged between Soviet and post-Soviet teachers with respect to their commitment to the curriculum, their ability to adapt to changing teaching situations, and the effect of increased economic pressure on them. The study concludes that: (a) participants? normative expectations, or their roles, relationships, and responsibilities were most affected by change; (b) participants? pedagogical procedures were largely determined by how they learned to teach; (c) participants desired and were able to change their pedagogical procedures to adapt to changing contexts; (d) Soviet teachers had more difficulty adapting their teaching practices than their post-Soviet colleagues; (e) the context for teaching constrained teachers in their ability to adapt to cultural changes; and (f) while most beliefs about teaching were rooted in Soviet Kazakhstan, beliefs about teacher?s roles and relationships were changing in response to changes in Kazakhstan.

Success in healthcare education, as defined by timely completion of the academic program, has consequences for individual students, academic institutions, and society. One purpose of this study was to quantify attrition in the physical therapy program at Elon University. The attrition rate in the physical therapy program at Elon University for students admitted between 1998 and 2002 (n = 198) was 10%, including those whose graduation was either delayed or denied. Most causes of attrition were for academic difficulties. This attrition rate is higher than the attrition rate in other physical therapy programs but it is lower than the attrition rates for most nursing and medical programs. The primary purpose of this research was to identify cognitive, collegiate, and demographic predictors of attrition in physical therapy education for students at Elon University. Predictors were chosen based on Tinto?s model of doctoral persistence. Cognitive predictors addressed in this study were undergraduate GPA, Math GRE, and Verbal GRE. The collegiate predictor chosen was undergraduate institution quality as denoted by average SAT score for entering students at the undergraduate institution. Demographic predictors studied included age, race, and gender. The model including all of these predictors was not significant in predicting attrition. However, once those who experienced attrition for personal reasons were deleted from the data set, the model was able to significantly predict attrition (likelihood ratio = 15.876; p = 0.044). Two of the predictor variables, undergraduate GPA (odds ratio = 0.040) and average SAT score for the undergraduate institution (odds ratio = 0.990), were independent, significant predictors of attrition. The admissions committee in the physical therapy program at Elon University should continue to emphasize the cognitive predictors when making admissions decisions. In addition, admissions committee members should begin to consider of the quality of the applicant?s alma mater. These results need to be replicated in other physical therapy programs before the results of this study can be generalized more broadly.

The purpose of this study was to examine the differences in leadership behavior change of participants in feedback only (A), feedback and training (B), and feedback, training, and coaching (C) groups. Participants were 101 managers, supervisors, and team leaders from businesses and nonprofit organizations in the United States. Participants received 360-degree feedback twice, based on a 28-item feedback survey. Pre-test and post-test responses were subjected to an exploratory factor analysis, resulting in two factors: relationship (14 items) and task (7 items). Seven items were discarded from further analysis. These were analyzed separately in all statistical tests of difference. There were no significant differences between the change in relationship or task factor scores over time as measured by the interaction effect of group and test, when adjusted for the covariates of time and participant age. For the task factor, tests for effects of slices found highly significant differences in both pre-test and post-test scores. Tests of pre-test scores on the task factor showed a significant difference between the feedback only (A) group and the feedback, training, and coaching (C) group. Tests of post-test scores showed a trend toward a significant difference between the feedback only (A) group and the feedback and training (B) group. Preexisting differences among the training, feedback, and coaching (C) group on the task factor may have accounted for the differences found. Based on prior research, this group may be more at risk for derailment than the other two groups. Further research using exploratory factor analysis to identify the actual factors present in 360-degree feedback is recommended. Tests for differences between pre-tests and post-tests within each of the three groups showed trends that should be replicated in future research. Due to the small sample size of the study, results need to be interpreted with caution.

Research expresses the need for society to develop ways that encourage civic responsibility. As the need to educate and encourage citizens to be more civic-minded increases, higher education, communities and agencies need to learn more meaningful ways to engage constituencies in the process that will result in greater civic responsibility. The purpose of this phenomenological case study was to describe how collaborative experiences influence civic engagement. Utilizing collaborative learning methods, while emphasizing specific learned skills (attributes) within small groups, both youth and adult experiences within the process tended to be enhanced and meaning was found within the experience. Although the study did not set out to develop a model for engaging citizens in decision-making, elements described within participant experiences contributed to developing a civic engagement model that fosters a sense of voice, empowerment, and meaning resulting in the likelihood of enhancing civic responsibility for those involved in the process.

The purpose of this study was to examine novice teachers? (n=7) and expert teachers? (n=7) learning experiences and how these experiences were integrated into the teachers? practices. The participants reflected upon experiences from professional development and their classroom during a semi-structured audiotaped interview. Data were analyzed using concept maps and matrices to distill the multipage interview transcriptions into manageable and comparable elements. Theoretical constructs underlying the analysis drew from expertise and situated learning theories. Comparisons between novice and expert teachers found that the acquisition of the knowledge bases in developing teaching expertise is a nonlinear process and that there are many factors upon which this development is predicated. The knowledge bases that are constructed as a part of developing teaching expertise are not acquired in a certain sequence, after a designated amount of time, nor as a result of particular experiences in a teacher?s practice. While there are distinct differences between novice and expert teachers, the findings indicate that most teachers seek guidance from colleagues rather than from staff development opportunities. Novices and experts both expressed concern regarding lack of time and that student academic diversity demands impact the quality of their job. Novices? concerns included classroom discipline, inability to level lessons for student needs, and insufficient time to observe more experienced teachers. The most significant difference between novices and experts was the directly inverse proportional relationship between experts? abilities to properly level instruction and manage the classroom and the novices? inability to do so.

The purpose of this study was to understand how learning occupational safety practices occurred for employees outside of and in addition to, what was taught through planned, intentional safety training. The participants reflected upon their personal experiences regarding the work safety practices that they chose to incorporate into their lives during a semi-structured audio taped interview. Data were analyzed using qualitative phenomenological methods to distill the multi-page interview transcriptions into manageable and comparable elements. Theoretical constructs underlying the analysis drew from occupational safety literature and situated learning theories. The analysis found that learning occupational safety practices occur through experience with equipment and within various environments. These safe work practices are easily transferred to other settings where they are negotiated and become part of the workplace repertoire of safety. The participants did not discern non-workplace and workplace safe practices, but saw safe work practices as a conceptual tool that was applied to all settings. The participants used stories as a vehicle for both learning and sharing safe work practices with co-workers. These stories provided a rich, meaningful way to share safety concepts. The participants learned safe practices through the interaction with co-workers, self-selecting mentors who would provide learning opportunities, and they in turn would become mentors for other co-workers. This learning occurred during and within the daily activities of performing their work within communities of practice.

<p>ABSTRACTGILLIAM, JANICE HOOTS. The Impact of Cooperative Learning and Course Learning Environment Factors on Learning Outcomes and Overall Excellence in the Community College Classroom. (Under the direction of Carol E. Kasworm.)This study tested the theory of social interdependence by examining the impact of cooperative learning (CL) in comparison to traditional instructional methods (identified in this study as non-cooperative learning, NCL) on 12 course learning environment factors, learning outcomes, and overall excellence of instruction and courses. It also investigated the relationship of 12 course learning environment factors on learning outcomes and overall excellence of instruction and courses. This study was conducted at a small rural comprehensive community college and utilized over 3000 student ratings of instruction as the primary data. The IDEA Center student rating form (IDEA Center, 1998b) was used to measure these variables. The Questionnaire on the Use of Cooperative Learning (Cooperative Learning Center, 1991) was used to identify faculty who taught courses integrating cooperative learning (CL) and those not integrating cooperative learning (NCL). Quasi-experimental representative design guided the investigation of an experimental group (students in CL courses) and a comparison group (students in NCL courses) comparing course learning environment factors, learning outcomes, and overall excellence of instruction and courses. Student ratings of CL courses were significantly higher than NCL courses on learning outcomes (p-value of .007). Additionally, CL courses were significantly higher than NCL courses on 10 of 12 course learning environment factors and learning outcomes. Six of these ten variables were significant at the .01 level. The difference between student ratings of CL and NCL courses on overall excellence was marginal (p-value of .042). The most significant finding was the impact of course learning environment factors on learning outcomes and overall excellence of instruction and courses, each with p-values of .000. A large portion of the variance in student ratings of learning outcomes (82%) and overall excellence of instruction and courses (88%) could be attributed to the course learning environment factors. This study was one of the first to extensively examine the theory of social interdependence through the impact of cooperative learning on student ratings in a community college. It also investigated how course learning environment factors impacted student ratings of learning outcomes and the overall excellence of instruction and courses. <P>

<p>ABSTRACTLUNNEN, KAREN YUNDT. Students' Perceptions of What Employers Consider Desirable Abilities, Attributes and Qualifications for Physical Therapists in Today's Workforce. (Under the direction of Don C. Locke.)In today's workforce, characterized by change and increasing competition for jobs, it is important for educational programs, students and practicing physical therapists to be aware of the qualities that are valued by employers. The primary purpose of this study was to determine the perceptions of physical therapy students about the abilities, attributes and qualifications that are desired by employers of physical therapists in today's workforce. Further, the study compared the perceptions of students with those of employers based on an earlier study of employers with a similar survey instrument.The population surveyed was students nearing completion of their second year of study in each of the seven physical therapy programs in North Carolina (NC) and South Carolina (SC). Students were asked to respond to the survey from the perspective of an employer of physical therapists in today's workforce, and to indicate the relative importance of items (grouped as abilities, attributes and qualifications) on a six-response Likert scale ranging from Not Important (1,2) to Important (3,4) to Essential (5,6). The student survey contained the same core questions as an earlier survey of physical therapy employers from clinical settings in NC and SC, allowing comparison of the two populations. Analysis of the students' responses resulted in rankings of abilities, attributes and qualifications. The three most valued abilities were: (1) manage time effectively, (2) problem-solve/think critically, and (3) abide by rules and regulations. The three most valued attributes were: (1) ethical behavior, (2) integrity, and (3) a positive attitude. The three most valued qualifications were: (1) broad-based knowledge and skills, (2) an advanced master's degree in physical therapy, and (3) membership in the American Physical Therapy Association. Employers had the same top three abilities as students, but flexibility was above a positive attitude in the ranking of attributes, and manual therapy certification was above an advanced master's degree in the ranking of qualifications. Additional analyses examined the correlation between students' perceptions about the relative importance of the various abilities, attributes and qualifications and the amount of prior clinical experience (in weeks) that they had. <P>

<p>Metcalf, Ronald Carroll. Certified Nursing Assistants in long-term care facilities: Perceptions of their initial training program. (Under the direction of John M. Pettitt) Throughout the country, long-term care (LTC) facilities are faced with the challenge of providing residents with the essential care that this growing population deserves. One of the biggest challenges is the critical shortage of certified nursing assistants (CNAs) within the LTC industry. These essential frontline workers provide 90% of the care needed by residents living within these facilities. CNA training programs struggle to provide the LTC industry with well qualified care providers. This critical shortage is compounded by a career track that has maintained an excessively high turnover rate. Effective training programs could have a positive impact on this situation by preparing individuals with quality, realistic experiences during their initial training. Therefore, educators and regulatory agencies must be aware of the connection between the entire learning experience and the development of the CNA?s clinical care skills.Following an extensive literature review, a 45-item questionnaire was developed to determine if a relationship exists in the perceptions by the CNA of their initial training program and (1) the number of months since graduation; (2) the county they were employed; and (3) the type of state-approved training program they attended. The questionnaire was administered to 222 CNAs in eight LTC facilities within four counties of Western North Carolina.CNAs identified the instructor as having an important role related to the elements of effective teaching/learning. Interestingly, some CNAs felt that the length of the training program was ?too short? in relation to the skills needed to care for residents living in LTC facilities. Other CNAs reported that the ?clinical skills? was of most value to them, as related to the number of months since graduation. CNAs also identified components related to overall job satisfaction and the highest-ranking item was the ?ability to work as a team?; followed by the ?number of residents I care for each day?. This study will provide a foundation for future research in using an established questionnaire regarding CNA?s perceptions of their initial training and will provide individuals with the needed information to address job satisfaction for CNAs working in LTC facilities. <P>

<p>Nurse educators have identified that historically nurses have not been preparedto care for dying patients. Research also has identified that nursing students haveanxieties about death, dying, and caring for dying patients. Several factors have beenidentified as affecting nurses', nursing students', and medical students' attitudestoward care of the dying. Factors addressed in this research will be death education,and death experience. As part of a national movement to improve end-of-life (EOL) care, schools ofnursing are starting to implement EOL education in their curricula. This researchlooked at one component of EOL education, which incorporates experiential learningusing Quint's (1967) model of death education and transformative learning theory.The educational experiences were geared to help students understand the skills neededto competently and compassionately care for the dying; those behaviors include: (1)responding during the death scene, (2) providing comfort, (3) responding to anger, (4)enhancing personal growth, (5) responding to colleagues, (6) enhancing the quality oflife during dying, and (7) responding to the family (Degner, Gow, & Thompson,1991). The study examined the long-term effects of an educational experience todetermine if a one- time educational experience provides sufficient, lasting effects in a6-week format.Results of this study indicate that education can have a positive effect onnursing students' attitudes toward care of the dying. Nursing students in the treatmentgroup had a significant positive increase in their attitudes toward care of thedying after the treatment. It was also noted on the pretest that those students who hadprevious experience in caring for dying patients had a statistically significant higherpositive attitude toward care of the dying than those who did not have previousexperience in care of the dying. The attitude change increased slightly after a 4-weekperiod. The use of the End of Life Nursing Education Consortium (ELNEC) educationpackage along with experiences at hospice, the funeral home, the anatomy lab and roleplay help facilitate transformative learning in nursing students.<P>