This non-equivalent group study explored the impact of teacher participation in the development and use of a web-based instructional resource on computer utilization by students. The effects of participation in the technology initiative on teacher attitudes toward computers, technology proficiency, and stages of adoption of technology were also investigated. Teacher volunteers participated in a treatment group that received a professional development intervention and a comparison or web access group (WAG) that received no professional development. The treatment, or Professional Development Group (PDG), received instruction that modeled a constructivist hands-on approach to creating technology-rich lessons based on classroom curricula and Internet technologies to encourage technology integration in the classroom. The lessons were posted online using identical web sites for both groups and accessed by students of the PDG and WAG teachers promoting the school-wide use of technology as a tool for active, directed learning. Use of the online resource was analyzed descriptively through computer lab usage logs, teacher-reported weekly logs, and number of hits on the websites. Utilization of the online resource by students of the professional development group of teachers was slightly higher than by students of the comparison group of teachers. The findings also indicated that exposure to the professional development intervention increased reported use of integrated applications and encouraged higher stages of adoption by the experimental group of teachers (PDG) than the comparison group of teachers (WAG).

This study investigated the learning style, teaching style, and attitude toward change of elementary school teachers and the relationship of these variables to the adoption of computer technology into teaching and learning strategies. The researcher used four instruments to gather data about the preferred learning style, teaching style, attitude toward change, and current utilization of computer technology both personally and with students. Survey forms were delivered to seven selected elementary schools in a Northeast Florida public school district. An educational technology survey was distributed to each of the 200 elementary school teachers in these schools. The return rate of completed surveys was approximately 36% (N=73). In addition, those teachers in each school who elected to participate in this study completed one of the following instruments: the Teaching Style Inventory, the Change Seeker Index, or the Learning Type Measure . Statistical analyses were conducted to determine if there were any significant relationships among the three factors (teaching style, learning style, and attitude toward change) and the adoption of computer technology by the teachers in this study. Descriptive statistics were used to describe the length of computer use and the location of computer use by the participants as well as other demographic variables. The major findings of the study were: (1) The highest instructional use of the computer by teachers was drill and practice. (2) Teachers were using the computer sparingly. The usage of the computer with their students ranged from once-a-year usage to daily usage. The most frequently reported usage was drill and practice on a daily basis. (3) No significant relationships between the preferred learning style and the adoption of computer technology were evident. ( 4) No significant relationships between the teaching style of the participants in this study and the adoption of computer technology were identified. (5) The relationship between the intrinsic factors and the adoption of computer technology was not significant. The relationship between the extrinsic factors and the adoption of computer technology was significant at the p Recommendations related to preservice teacher education, inservice training, and promoting the adoption of technology were made. Also, recommendations were made regarding future investigations that examine the relationship of learning style, teaching style, attitude toward change, and the adoption of computer technology by school teachers.

The purpose of the present study was to examine how perceptions of a chilly climate differ between students in traditionally female-dominated majors versus traditionally male-dominated majors, and how these perceptions relate to students' intentions to persist or pursue higher education in their chosen field. Participants were 403 students attending a community college in the southern United States, including students majoring in information technology (IT), engineering, education, and nursing. Participants completed the 28-item Perceived Chilly Climate Scale (PCCS) and other informational items. The primary research question asked: To what extent can scores on the five subscales of the PCCS be explained by the predictor variable set of gender, ethnicity, age, college major, and intent to leave the field? Canonical correlation analysis yielded an initial canonical root of .40 (Rc^2 = .16, p < .001), indicating that the predictor variables accounted for a moderate portion of the variance in PCCS subscale scores. Gender (rs = .89) accounted for the highest proportion of explained variance, followed by major (rs = .75). Findings indicated that women found the climate chillier than men, non-white students found the climate chillier than white students, younger students perceived the climate chillier than older students, and students in traditionally female-dominated majors perceived the climate chillier than students in traditionally male-dominated majors. Intent to leave the field was not a significant predictor of perceptions of chilly climate.

School leaders face increasing demands related to student achievement. These demands involve annual data reporting related to overall student, school, and district success. In Florida, this accountability and transparency requirement is addressed through an annual school grading system. It is essential that leaders utilize successful programs that directly influence positive student outcomes and demonstrate high quality education. The purpose of this study was to examine the influence of a youth leadership development program, specifically The Leader in Me (TLIM) program, on school grades. Based on data obtained from 16 public elementary schools across Florida, a repeated measures ANCOVA analysis revealed that no statistically significant differences in the mean school grade percentages were observed between schools that implemented TLIM and schools that did not utilize the program. In addition, no significant differences were noted in the mean school-wide achievement scores on state mandated assessments in the areas of English/Language arts, mathematics, and science. Furthermore,regression analysis revealed that the percentage of students identified as minority, the percentage of students qualifying for free and reduced lunch, and the percentage of students reported as chronically absent significantly influence school grades. A review of the existing literature related to The Leader in Me, staff and student leadership, and the study variables follows, as well as a discussion of the findings and implications for future practice and research.

As the source of economic wealth continues to transition from a late industrial era to an early knowledge era, the foundation of success in the 21st century relates to a dependency on knowledge-based assets such as ideas, processes, and information (Alavi & Leidner, 2001; Sallis & Jones, 2002; Søndergaard, Kerr, & Clegg, 2007; Sveiby, 1997). During this transition, the emergent discipline of knowledge management in business and in education has evolved from a techno-centric approach (Alavi & Leidner, 2001; McAdam & McGreedy, 1999; McElroy, 2000) to a holistic social process oriented toward meeting institutional demands for new knowledge and geared toward learning and innovation (McElroy, 2003; Sallis & Jones, 2002). Prior research has indicated a need to examine the use of a community of practice model as a knowledge management strategy (Ramchand & Pan, 2012; Roberts, 2006; Ropes, 2009). This qualitative research study presented an examination of the knowledge-sharing perceptions of members of a public postsecondary state university system (SUS) community of practice comprised of university registrars. Data collection used in-depth, semi-structured interviews. Analysis of data strongly indicated that the registrars were engaged in collective learning with a strong emphasis on problem-solving. Furthermore, data analysis provided evidence that the participants’ community of practice had synergistic value within the SUS. Moreover, data analysis substantiated that the significant engagement in knowledge sharing activities and the subsequent knowledge development were facilitated by social processes. As a result, this study of the SUS registrar community of practice can serve as a knowledge management strategy.

Community college and higher education doctoral programs which prepare individuals for the two-year college administrative labor market were analyzed for regional orientation by studying the career experience of administrators, with earned doctorates in community college/ higher education, who were employed in 1990 by two-year colleges in the United States. Employment location relative to location of the doctoral-granting institution was considered at three points in time: three months prior to beginning doctoral study, three months after completing doctoral study, and the current (1990) employment. Contingency tables show strong regional orientation based on four US regions (North, South, Midwest, and West). The in-region association exists independently of in-state associations and may be found for two-year college administrators with both recent (five or less years since earning the doctorate) and for long-standing (fifteen or more years since earning the doctorate) doctoral degrees in community college or higher education. Analysis of individual institutions, however, shows variation in the extent of state, regional, and national orientation. Maps for the top ten doctoral-granting institutions (determined by total cumulative production of community college/higher education doctorates in the two-year college administrative labor market as of 1990) are presented for each of the three points in time. The range of in-state employment among these ten institutions is approximately 15% to 92% at pre-doctoral, post-doctoral, and current (1990) employment locations. The range of in-region employment is narrower (approximately 48% to 100%). In addition, all states in which the individual held a postdoctoral administrative position of at least six months duration were cumulated and mapped by doctoral-granting institution. Two of these top ten institutions, Nova University and the University of Texas at Austin, show the pre- and post-doctoral locations of their community college/higher education doctorates dispersed in the largest number of states; while North Carolina State University, UCLA and University of Southern California have the fewest states reported. / Ed. D.

This study examined K-12 school administrators' attitudes toward speech language pathology services in public schools. Elementary, middle, and secondary school based administrators, employed in 63 school districts throughout Florida, were solicited to participate in the study in a letter of invitation generated by a web-based design program, Enterprise Feedback Management (EFM) Community. Administrators volunteering in the study were given an assurance of confidentiality and fair treatment concerning their participation. A survey instrument, the Scale of Educators 'Attitudes toward Speech Pathology (SEASP) consisting of 10 demographic items and 34 positive and negative statements about speech and language programs in schools was used to gather data. Participants were asked to provide their reactions along a favorable/unfavorable continuum to the survey. The results obtained from this study duplicated measurements used by previous researchers and examined the mean scores and standard deviations of item responses. Analyses of"between group" and "within group" differences examined attitudes among variables relative to professional levels, building size, and additional certification areas and were conducted using one-way and two-way ANOV As. Descriptive statistics were included to provide a profile of the participant population - means, frequencies and consensus of responses. Overall, among administrative participants, there existed minimal differences in attitudes toward speech-language pathology programs in public schools. This was true at elementary, middle and secondary levels, and included (as a secondary group) those "other personnel" who might, at times, supervise speech-language pathology professionals. Thus, school administrators generally agreed in their attitudes toward speech language pathology programs. The means of responses measuring attitudes in predetermined categories yielded results that demonstrated a consensus of agreement in the areas of(a) the impact services on student success, (b) program quality, and (c) the role of the speech-language pathologist, respectively. Results yielded no statistically significant differences in respondents' attitudes toward speech-language pathologists among school administrators employed at building sites having small and non-small populations, and among school administrators having, or not having, additional certification in exceptional student education. Because speech-language pathologists are evaluated by school administrators and other non-field personnel, suggestions are provided concerning the use of performance appraisals, ways to enhance the quality and delivery of school services, and enhancing university programs in communication sciences and disorders, to include components in supervision.

Paraprofessionals in self-contained settings are often involved in helping students to learn the skills to manage their behaviors. A need has been identified for paraprofessionals to join teachers in professional development opportunities in order to better meet the needs of the students who receive their services (Konza & Fried, 2012). By recognizing paraprofessionals as vital members of a student’s educational team (Boudreau & Twigg, 2011), informal professional development opportunities throughout the school day, such as professional conversations, may provide paraprofessionals with opportunities to share their experiences with each other and with their teachers, as well as to make collaborative decisions about how to support students’ efforts to meet their behavioral goals. The purpose of this study was to explore the shared perspectives of teachers, paraprofessionals, and school administrators about professional conversations between teachers and paraprofessionals in self-contained classrooms for students with autism spectrum disorder (ASD) and/or emotional and behavioral disorders (EBD) in supporting students’ efforts to meet their behavioral goals. Q methodology was chosen in order to take an exploratory approach to gain access to the viewpoints of teachers, paraprofessionals, and administrators about these professional conversations. This study involved 37 participants that included 15 teachers, 14 paraprofessionals, and 8 administrators from five schools with self-contained ASD or EBD classrooms. Four factors were found in this study. Natural Communicators seem to find opportunities throughout the day to communicate about behaviors. Guided Communicators seem to need structure to ensure that they join the conversations about behaviors. Expert Communicators seem to have learned how to put the necessary supports in place to promote professional conversations and remove the barriers that inhibit them. Hierarchical Communicators seem to value the role of the teacher as the classroom leader and the hierarchical structure found within school systems. With further research and an expansion of these factors into a more complete theory, this may be a worthwhile line of research to help administrators find a way to balance the needs of each member of their staff within self-contained classrooms for students with ASD and/or EBD and to ensure that professional conversations are occurring to improve student outcomes.

Over the past decade, the number of individuals being diagnosed with Autism Spectrum Disorder has risen substantially. One byproduct of increased diagnosis is that more and more students with Autism Spectrum Disorder are applying and being accepted to colleges and universities (Graetz & Spampinato, 2008; Jones, 2012; Smith, 2007; Taylor, 2005; Zager, Alpern, McKeon, Maxam, & Mulvey, 2013; Longtin, 2013; Adreon & Durocher, 2007; Zager & Alpern, 2010). Research in the field of Autism and Higher Education is in its infancy, with a dearth of the research focusing on the challenges and struggles that degree-seeking students with ASD face within higher education. In an attempt to combat these challenges, many colleges and universities across the nation have begun to create post-secondary transition programs, but little is known from the perspective of the students participating in these programs (Adreon & Durocher, 2012). In this following study, Q Methodology was used to obtain information from 30 degree-seeking college students with Autism Spectrum Disorder on their best experiences within a higher education transition program.

Abstract Student-athletes are viewed as the epitome of health due to their physical appearance and talent set; however, it is their psychological health that needs significant attention (Etzel, 2006). Psychosocial stressors such as the pressures and demands of being a student and athlete as well as the demands and expectations of the coach have significant impact on the student-athlete’s mental health and well-being (Beauchemin, 2014; Cleary et al., 2011; Lafrenière et al., 2011; Mageau & Vallerand, 2003; Watson, 2005). The purpose of this research is to investigate any correlation between student-athletes’ perceptions of coaching leadership behaviors and the symptoms associated with disorders such as anxiety, depression, suicidality, and substance abuse. The Leadership Scale for Sport (Chelladurai & Saleh, 1980) and the Symptom Assessment Measure instruments are used in this study. An exploratory analysis determined the reliability and construct validity of the instruments. Thirty-three student-athletes from a non-football Division I university engaged in the study, with twenty-eight completing some or all portions of study. All participants are between the ages of eighteen and twenty-four. A linear regression analysis demonstrated no relation between the independent variable, student-athlete perception of coaching leadership behaviors and the dependent variable, symptoms associated with anxiety, depression, suicidal behavior, and substance abuse mental health disorders, (F=.52, p=.49, R2=.061, and Beta coefficient was -0.248). Gender differences is not determined due to the skewed sample consisting of eighty five percent female and fifteen percent male. Though the linear regression analysis indicates no relation between the dependent and independent variable, supplemental contextualization was given to additional questions asked on the Symptoms Assessment Measure. These findings provide evidence that student-athletes perceive that their coach’s leadership behaviors do have influence on their mental health. This reinforces reports that coaches do wield power over their athletes and their influence is related to student-athletes’ psychological well-being (Horn, 2008; Locke et al., 2012; Stebbings et al., 2012).