<p> &ldquo;Arguing against globalization is like arguing against the laws of gravity.&rdquo; This statement by Former United Nations Secretary General Kofi Anan acknowledges the growing pervasiveness and seeming inevitability of global economic and cultural interdependence that characterizes globalization. The benefits and detriments of this phenomenon continue to be debated widely across political, social, cultural and national spectra. Globalization is the set of larger socio-economic forces shaping our world and internationalization is how institutions respond. More specifically, internationalization describes the operational, organizational and strategic processes, policies and practices that institutions put in place in response to globalization. Manifestations in higher education include enhanced study abroad programs, branch campuses, public and private partnerships and increases in international student engagement strategies.</p><p> In order to better understand internationalization in higher education, this study explores how, why and in what ways internationalization has evolved at three large, highly selective U.S.-based research institutions: Cornell, University of California in Berkeley and New York University. The undertakings at each reflect the unique history, willingness to innovate, organizational culture and aspirations of these highly complex, diverse, public and private institutions. The study explores disparate strategic elements, challenges, obstacles, and opportunities as well as the common and disparate drivers for changing internationalization strategies over time at each and across the three institutions. The findings underscore common themes, such as the importance of linking institutional identity and culture to the strategy; the careful consideration, selection and negotiation of partners; and the serious process and operational planning that need to be made in order to accommodate the new strategy and sustain the altered operation. The findings further affirm that although the approaches are distinctive and one size definitely does not fit all, several broad domains of emphasis emerge as framing mechanisms and shared experiences that might benefit others interested in exploring and understanding internationalization in higher education.</p>

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Doctor of Education / Department of Educational Leadership / David Thompson / Information gained from the present study should provide important policy insights into whether adjustments to the School District Finance and Quality Performance Accreditation (SDFQPA) Act funding formula have supported the original goal behind SDFQPA, which was to provide more equal funding to public elementary and secondary pupils in Kansas. The study assessed selected fiscal and pupil performance impacts following changes to the SDFQPA funding formula during the years 2002 - 2011. The information gained from the present study also can be compared with the insights gained from the DeBacker study of 2002 which analyzed SDFQPA funding formula impacts from 1992 - 2001. The result of extending and expanding the DeBacker study to new data in 2011 is significant. When considered jointly, information from the two studies should provide insight about selected school funding variables impacted by the SDFQPA funding formula over a twenty-year span. The population for the study included all 289 Kansas school districts in existence in 2011. The study sample, 112 school districts, was arranged into decile groups based on assessed property valuation in 2002. The design resulted in 28 school districts in four decile groups of Deciles 1, 5, 6, and 10. Decile 1 school districts were considered poor, Deciles 5 and 6 were considered average wealth, and Decile 10 school districts were considered wealthy. The study was conducted in two phases. The first phase consisted of an extensive data review based on the critical element of local fiscal capacity to support schools across two book-end years 2002 and 2011. The following represent the fiscal and student performance variables analyzed in the first phase: enrollment, general fund amounts per pupil, supplemental general fund amounts per pupil, capital outlay fund amounts per pupil, bond and interest fund amounts per pupil, number of pupils per certified employee, and average teacher salaries. Other pupil performance variables examined included: graduation rates, dropout rates, and state reading and math assessment results. The second phase of the study attempted to expand on researcher observations made during the first phase through the use of surveys and telephone interviews. Surveys were mailed to the 112 school districts in the study sample to gather contextual information about the specific variables and also to gather information not available from the data. Survey information included the following: construction or remodeling of facilities, closing or combining of schools, and changes in secondary curricular offerings. Telephone interviews were also conducted with 5 randomly selected school districts from each of the four studied deciles to clarify the survey data and to gather school leaders’ perceptions about changes to the SDFQPA funding formula. Results of the study indicated that adjustments to SDFQPA from 2002-2011 did indeed increase the level of fiscal resources available to average wealth school districts at a greater rate than resource increases experienced by wealthy school districts. Pupil performance across all deciles improved, with the most dramatic improvements occurring within the average wealth school districts. The school districts within Decile 1 experienced the most improvements to facilities, and increases in curricular offerings when compared to other deciles. The results indicated that positive changes have occurred in the educational experience offered by Kansas school districts from 2002-2011. The positive changes were discovered with only cautious optimism, however, as more recent changes to SDFQPA could potentially undo the growth experienced by Kansas school districts from 2002 to 2011.

<p> This historical study explored and chronicled the history of institutional responses to underprepared students at the University of Georgia including its two primary historical branches, the State Normal School and the State College of Agriculture and the Mechanic Arts, from 1801 to 2001. This study examined the evolution of responses to underprepared students at the University of Georgia with a view to how these responses reflected the larger social, economic, and political context of Georgia history. Archival research was conducted at University of Georgia Hargrett Rare Book and Manuscript Library in Athens, Georgia, the State of Georgia Archives in Atlanta, Georgia, the Georgia Historical Society Library and Archives in Savannah, Georgia, and other archives or document repositories identified during the research phase of the study. The study revealed significant efforts throughout the history of the University of Georgia in support of underprepared students.</p>

<p> The purpose of this qualitative study was to explore the ways in which Black, Black biracial, and Black multiracial women experienced and navigated colorism in college. This is an important topic to explore given that colorism, or skin tone bias, has been found to impact the emotional, psychological, and social well-being of people of color. One-on-one interviews were used to gather data from 10 participants. Four themes emerged from the data analysis: (a) White colorism; (b) Colorism is ingrained in Black culture; (c) Emotional and psychological responses to colorism; and (d) Education is key. These four themes represent the participants&rsquo; experiences with colorism and provide insight into the ways they navigated encounters with colorism. This study adds to the research on colorism in higher education and offers implications for practice and directions for research.</p>

<p> Ideally, undergraduates view their elective courses in general education curriculums as having value. Unfortunately, scant research exists on the value of theatre arts appreciation courses. This study addressed that void through hermeneutical exploration of experiences of a purposeful sample of seven students enrolled in theatre arts appreciation courses. Two research questions guided this study: &ldquo;For undergraduate students taking a general education theatre arts appreciation elective, what experience(s) allowed the course to transcend from perfunctory to inspirational?&rdquo; and &ldquo;To what degree did taking a general education theatre arts appreciation elective impact the students&rsquo; perception of their overall higher education experience?&rdquo; Methodologically, hermeneutic phenomenology was used to uncover data through conversational interviews with undergraduates. The works of Nakkula and Ravitch (1998), Seidman (2006), and Van Manen (1990) provided a foundation for data collection and analysis. </p><p> The findings of the study are represented through a one-act play to (re)present educational research that &ldquo;bring[s] the text to life in ways that the reading of it could not&rdquo; (Bagley &amp; Cancienne, 2002, p. 7) and to treat research participants as more than just &ldquo;text to be read or interpreted&rdquo; (Moustakas, 1994, p. 19). Profiles of the seven subjects were created to allow the reader to become more familiar and engaged with the participants. From the words and conversations of those participants, I amalgamated four characters, with a fifth, the facilitator, serving as the researcher&rsquo;s voice. </p><p> The results of this study suggest that students entered passively into their theatre arts appreciation course, engaged with it through discussions with students and the professor, and came out with the trajectory of their life changed. The findings suggest that becoming life-ready is a phenomenon that occurs when seemingly nonengaged or passive students enroll in a course that is broad, detailed, and subjective enough to allow them to transcend their world visions. This qualitative study offers insight into students&rsquo; thinking and feelings and contributes to the overall conversation and assessment of higher education elective courses in performing arts and the unique contributions they offer undergraduates. Based on these findings, conclusions and recommendations are offered.</p>

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The primary purpose of this study was to investigate whether there are differences between the prior expectations of retired military personnel who chose teaching as a second career and the realities they encountered on the job in the field of teaching. The population used in this study consisted of all retired military personnel employed full time as teachers in elementary (N = 8), secondary (N = 51), and vocational/technical (N = 9) public schools in the three Florida counties of Escambia, Okaloosa, and Santa Rosa. / The data gathering methods used in this research were a survey questionnaire and personal interviews. The results indicated a significant difference between the overall expectation and reality ratings for 8 of the 18 items extracted from the literature as reasons retired military personnel should choose teaching as a new career. However, analysis of the data by subgroup shows that elementary teachers and vocational teachers indicated no significant difference between overall expectation and reality ratings. Also, the data indicate that for two-thirds of the items, half or more of the subjects experienced on the job exactly what they expected. / The findings also indicate that the subjects had more realistic expectations for the factors having to do with the job itself, such as self-satisfaction and achievement, than they did with the environmental factors, such as salary and benefits. Also, they were more satisfied with the job-related factors than with the environmental factors. / Perhaps the most significant conclusion that can be drawn from this study is that the problems retired military personnel experienced as beginning teachers approximated those experienced by other beginning teachers. / Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2393. / Major Professor: Hollie Thomas. / Thesis (Ed.D.)--The Florida State University, 1993.

One of the most often cited criticisms in education is for putting too much emphasis on academic achievement of students, thus diverting attention from other important dimensions in schooling, such as caring teacher-student relations. Recently, educators have raised a call to recognize the importance of reconceptualization of schooling and to put serious efforts on the practice of ethic of caring in order to meet the problems we have in school today and to prepare students well for the world of work. / This study examined how students perceive a school climate as caring or non-caring from the perspective of the attitudes and behaviors of teachers and principal. It also explored the perceptional difference of caring manners among the groups of students, teachers, and administrative personnel. Determining the direction and magnitude of the relationships between the students' perceptions of the teacher and principals as caring or non-caring and their learning outcomes were two other main issues of the present study. / The Florida State University School at Florida State University was selected as a target site. A total of 246 high school students, 33 high school teachers and 4 administrative personnel were involved in the study. The study incorporated methods of triangulation in an effort to eliminate bias. / No substantial differences were found in the perception of caring manners when teachers and students were compared. However, the findings indicated that teachers and administrative personnel perceive the school climate, self-images, and their caring manners a lot more positively than the students actually perceive. Substantial differences were found among students in the perception of caring manners depending upon their academic achievement level. / Finally, the students' perceptions of their teachers' and principal's caring attitude and manners were found to have significant positive correlation with the learning outcomes; self-perception of satisfaction, belonging, efficacy, academic ability, and moral maturity. Students' self-perception of satisfaction was most highly correlated. / Source: Dissertation Abstracts International, Volume: 54-02, Section: A, page: 0377. / Major Professor: Hollie B. Thomas. / Thesis (Ph.D.)--The Florida State University, 1993.

The purpose of this study was to explore the facilitators and barriers to six black women's progress toward the principalship through a multiple case study approach. This study focused on the following questions: (1) What are the perceived facilitators to black women's progress toward the principalship? (2) What experiences contribute to the career advancement of black women in educational administration? (3) What environmental factors contribute to the career advancement of black women in educational administration? (4) What role, if any, do mentors play in obtaining positions in educational administration? (5) What are the work-related experiences of black female principals before they gained entry into the principalship? (6) What have been the barriers to black women's progress toward the principalship? / The conceptual framework for this study was based on Estler's (1975) Women's Place Model. A basic tenet to this model is that the major challenge to successful occupational advancement for women lies in attitudes of their promoters, usually men, toward women in education. This model may explain the current status quo of women in educational administration. / The methodological approach selected to conduct this study was naturalistic inquiry which allowed the researcher to work in the natural setting of schools. Six black female principals representing two North Florida counties were purposefully selected to participate in this study. The researcher employed qualitative methods designed to gather information pertinent to the research questions proposed: participant-observation, interviewing, audio-recording, triangulation procedures, and general qualitative case study methods. All observations and interviews contributed to the analysis of the qualitative data and consequent emerging themes. / The data included verbatim translation of the interviews, and "member checks" by the participants to assure accuracy of the final information selected for inclusion in the study. The researcher analyzed the data for themes or common threads that emerged which may have impact on administrators, principals, policymakers and practitioners interested in further examination of this topic. / Source: Dissertation Abstracts International, Volume: 54-02, Section: A, page: 0388. / Major Professor: Judith L. Irvin. / Thesis (Ph.D.)--The Florida State University, 1993.