Retention of qualified and experienced employees is the greatest challenge faced by nonprofit organizations. Using transformational leadership theory, the purpose of this single-case study was to explore strategies used by managers of nonprofit organizations to increase employee retention. The population for this study included 3 managers of one nonprofit organization in Texarkana, Texas, with tenure of at least 2 years. These managers had successfully implemented retention strategies to retain qualified and experienced employees for more than 2 years. Collected data included semistructured, face-to-face interviews and from archived documents that pertained to employee retention in nonprofit organizations. The data analysis process comprised 5 steps: compiling, disassembling data for coding, reassembling, interpreting, and reporting data themes. The use of member checking and methodological triangulation increased the trustworthiness of interpretations. The 2 themes that emerged from this study were motivational incentives and effective communication. The implications for positive social change in the nonprofit sector include sustaining the workforce by retaining qualified and experienced employees. With less employee turnover, nonprofit leaders may experience real cost savings. Nonprofit leaders may find the cost savings beneficial in extending available funds for services to local communities.

In recent years, more women have entered positions of leadership, and their alpha personalities have compelled them to strive for higher positions of authority. With this influx, it has become necessary to better understand the influences of this type of female leader and to expand narrow conceptualizations. Previous studies examined alpha female leaders of high school and college-age, but studies have yet to explore this type of leader beyond college. This phenomenological study sought to examine the influence of the minority identity, life experience, and leadership duration on veteran alpha female leaders. It was grounded in social-role and ethnic-identity theory. During semistructured interviews, 12 veteran alpha female leaders of various ethnicities explained their experiences. The data were analyzed using the Colaizzi method; 409 significant statements were extracted and then clustered into 8 themes. The findings indicated that although alpha qualities can emerge early, most attributes take time to develop. Seeking opportunities and ongoing mentoring influenced leader experiences and contributed to success and leadership duration. Through exploration of the minority identity status (e.g. gender, ethnicity, culture, etc.) increased motivational influences were found as a direct result of the minority identity, these findings indicated that leaders of color were particularly susceptible to more than one motivational influence. Increased understanding of veteran alpha women could help to improve leadership practices and enhance working relationships, which better support the personalities of this valuable but sometimes challenging leadership type. The general acceptance of alpha women in leadership roles promotes positive social change by helping to facilitate growth in female leadership representation.

No description available.

In the research regarding rating ESL writing assessments, borderline writing samples are mentioned, but a solution has yet to be addressed. Borderline samples are writing samples that do not perfectly fit a set level within the rubric, but instead have characteristics from multiple levels. The aim of this thesis is to provide an improved training module in the setting of an Intensive English Program by exposing new raters to borderline samples and rating rationale from experienced raters. The purpose of this training is to increase the confidence, consistency, and accuracy of novice raters when rating borderline samples of writing. The training consists of a workbook with a rubric and instructions for use, benchmark examples of writing, borderline examples of writing with comments from experienced raters defending the established scores, then a variety of writing samples for practice. The selection of the benchmark and the borderline examples of writing was informed by the fit statistic from existing datasets that had been analyzed with many-facet Rasch measurement. Eight experienced raters participated in providing rationale based upon the rubric explaining why each borderline sample was rated with its established score, and describing why the sample could be considered at a different level. In order to assess the effectiveness of the training workbook, it was piloted by 10 novice raters who rated a series of essays and responded to a survey. Results of the survey demonstrated that rater confidence increased following the training, but that they needed more time with the training materials to use them properly. The statistical analyses showed insignificant changes, which could be due to the limitations of the data collection. Further research regarding the effectiveness of this training workbook is necessary, as well as an increased discussion in the field regarding the prevalent issue of rating borderline samples of writing.

The human body has substantial kinetic and kinematic degrees-of-freedoms, so redundant solutions are available for the central nervous system (CNS) to perform a repetitive task. Due to these redundancies, inherent variations exist in human movement, called motor variability (MV). Current evidence suggests that MV can be beneficial, and that there is an inverse association between MV and risk of injury. To better understand how the CNS manipulates MV to reduce injury risks, we investigated the effects of individual differences, task-relevant aspects, and psychological factors as modifiers of MV. Earlier work found that experienced workers adapted more stable movements than novices in repetitive lifting tasks. To expand on this, we quantified how MV differs between experienced workers and novices in different lifting conditions (i.e., lifting asymmetry and fatigue). Three different measures (cycle-to-cycle SD, sample entropy, and the goal equivalent manifold) were used to quantify MV. In a symmetric lifting task, experienced workers had more constrained movement than novices, and experienced workers exhibited more consistent behavior in the asymmetric condition. Novices constrained their movements, and could not maintain the same level of variability in the asymmetric condition. We concluded that experienced workers adapt stable or flexible strategies depending on task difficulty. In a prolonged lifting task, both groups increased their MV to adapt to fatigue; they particularly increased variability in a direction that had no effects on their main task goal. Developing fatigue also makes it difficult for individuals maintain the main goal. Based on these results, we conclude that increasing variability is an adaptive strategy in response to fatigue. We also assessed variability in gait parameters to compare gait adaptability using a head-worn display (HWD) compared with head-down displays for visual information presentation. An effective strategy we observed for performing a cognitive task successfully during walking was to increase gait variability in the goal direction. In addition, we found that head-up walking had smaller effects on MV, suggesting that HWDs are a promising technology to reduce adverse events during gait (e.g., falls). In summary, these results suggest that MV can be a useful indicator for evaluating some occupational injury risks. / Ph. D.

Travel-time information is essential in Advanced Traveler Information Systems (ATISs) and Advanced Traffic Management Systems (ATMSs). A key component of these systems is the prediction of the spatiotemporal evolution of roadway traffic state and travel time. From the perspective of travelers, such information can result in better traveler route choice and departure time decisions. From the transportation agency perspective, such data provide enhanced information with which to better manage and control the transportation system to reduce congestion, enhance safety, and reduce the carbon footprint of the transportation system. The objective of the research presented in this dissertation is to develop a framework that includes three major categories of methodologies to predict the spatiotemporal evolution of the traffic state. The proposed methodologies include macroscopic traffic modeling, computer vision and recursive probabilistic algorithms. Each developed method attempts to predict traffic state, including roadway travel times, for different prediction horizons. In total, the developed multi-tool framework produces traffic state prediction algorithms ranging from short – (0~5 minutes) to medium-term (1~4 hours) considering departure times up to an hour into the future. The dissertation first develops a particle filter approach for use in short-term traffic state prediction. The flow continuity equation is combined with the Van Aerde fundamental diagram to derive a time series model that can accurately describe the spatiotemporal evolution of traffic state. The developed model is applied within a particle filter approach to provide multi-step traffic state prediction. The testing of the algorithm on a simulated section of I-66 demonstrates that the proposed algorithm can accurately predict the propagation of shockwaves up to five minutes into the future. The developed algorithm is further improved by incorporating on- and off-ramp effects and more realistic boundary conditions. Furthermore, the case study demonstrates that the improved algorithm produces a 50 percent reduction in the prediction error compared to the classic LWR density formulation. Considering the fact that the prediction accuracy deteriorates significantly for longer prediction horizons, historical data are integrated and considered in the measurement update in the developed particle filter approach to extend the prediction horizon up to half an hour into the future. The dissertation then develops a travel time prediction framework using pattern recognition techniques to match historical data with real-time traffic conditions. The Euclidean distance is initially used as the measure of similarity between current and historical traffic patterns. This method is further improved using a dynamic template matching technique developed as part of this research effort. Unlike previous approaches, which use fixed template sizes, the proposed method uses a dynamic template size that is updated each time interval based on the spatiotemporal shape of the congestion upstream of a bottleneck. In addition, the computational cost is reduced using a Fast Fourier Transform instead of a Euclidean distance measure. Subsequently, the historical candidates that are similar to the current conditions are used to predict the experienced travel times. Test results demonstrate that the proposed dynamic template matching method produces significantly better and more stable prediction results for prediction horizons up to 30 minutes into the future for a two hour trip (prediction horizon of two and a half hours) compared to other state-of-the-practice and state-of-the-art methods. Finally, the dissertation develops recursive probabilistic approaches including particle filtering and agent-based modeling methods to predict travel times further into the future. Given the challenges in defining the particle filter time update process, the proposed particle filtering algorithm selects particles from a historical dataset and propagates particles using data trends of past experiences as opposed to using a state-transition model. A partial resampling strategy is then developed to address the degeneracy problem in the particle filtering process. INRIX probe data along I-64 and I-264 from Richmond to Virginia Beach are used to test the proposed algorithm. The results demonstrate that the particle filtering approach produces less than a 10 percent prediction error for trip departures up to one hour into the future for a two hour trip. Furthermore, the dissertation develops an agent-based modeling approach to predict travel times using real-time and historical spatiotemporal traffic data. At the microscopic level, each agent represents an expert in the decision making system, which predicts the travel time for each time interval according to past experiences from a historical dataset. A set of agent interactions are developed to preserve agents that correspond to traffic patterns similar to the real-time measurements and replace invalid agents or agents with negligible weights with new agents. Consequently, the aggregation of each agent's recommendation (predicted travel time with associated weight) provides a macroscopic level of output – predicted travel time distribution. The case study demonstrated that the agent-based model produces less than a 9 percent prediction error for prediction horizons up to one hour into the future. / Ph. D.

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Effective ELL teaching and learning is profoundly influenced by the teachers' personal experiences and personalities (Farrell, 2016), their experience as language learners as well as language teachers (Farrell, 2007), and their beliefs about learning and teaching a second language (Farrell, 2015; Farrell & Ives, 2015). This study honored and examined in-depth the often-discounted stories/reflective narratives of our teachers. This paper reports a qualitative cases study that explores three veteran teachers' reflection on their personal and professional experiences with ELLs for self-discovery over years (Cirocki & Farrell, 2017) so that they can further reflect for their future actions with ELLs (Burns & Bulman, 2000; Farrell, 2007; Farrell & Vos, 2018). Data analysis revealed the teachers' different strengths and needs in working with ELLs. Four major dimensions (language, culture, culturally and linguistically sensitive pedagogy, and collaborative community) were identified as critical to effective teaching of ELLs and preparation of second language teachers.

What do history teachers teach about? How do they represent it? Why do they choose to teach the way they do? The main purpose of this study is to analyse what teaching patterns and strategies history teachers in lower secondary schools use in their history teaching for pupils aged 13-16. An additional aim is to get hold of how teachers transform their knowledge and experiences into history teaching. The results are then compared to previous research concerning teaching strategies for history teachers in upper secondary schools. The language the teachers use when they talk about their teaching is also compared to the language found in the field of history didactic research.   Through interviews with five experienced history teachers in two different school contexts their own speech about what they regard as the aim of the teaching of history, what they choose to teach about and what methods they use in history teaching make the foundation for this empirical study. It is the teachers’ words about their own practice, i.e. the thought processes of experienced teachers that are in focus.   Although the study is based on the method of semi-structured qualitative interviews and in some aspects can be regarded as a Grounded Theory study, one theoretical point of view is developed from the thoughts around transformation of the subject history. It concerns how the teachers approach history teaching and what factors the teachers talk about as the main factors of influence.   The study shows both similarities and differences between the teachers’ teaching patterns and strategies as well as between the teachers at lower secondary schools compared to those who teach at upper secondary schools. There seem to be individual patterns for each teacher where their subject matter competence alongside with their personal experiences and interest for the subject history are factors that seem to influence the way the teachers teach. The pupils are one main factor that seems to be important for the teachers in lower secondary schools, as is the use of the national curriculum when planning their teaching. Concerning transformation the question about what methods to use is observed to be the most central. The didactic why, what and how-questions in history teaching are found to be intertwined, and together they build what can be viewed as a teacher’s subject didactic teaching pattern. There are only hints that some of the teachers have developed more sustainable and consequent strategies for their history teaching. One result is that teachers, although they in some sense talk about historical didactic concepts, lack a historical didactic vocabulary to talk about their teaching. / Baksidestext Vad väljer historielärare att undervisa om, vilka metoder används och varför gör lärarna de val de gör? I denna studie intervjuas fem erfarna högstadielärare i två olika skolkontexter. Lärarnas tal om vilka mål, vilket innehåll och vilka metoder som har varit mest centrala under deras senast genomförda historieundervisning ligger till grund för en beskrivning och tolkning av den didaktiska processen där lärare omformar sina ämneskunskaper och erfarenheter till konkret undervisning. De termer och begrepp lärarna använder när de talar om sin historieundervisning är liksom de omformningsfaktorer som påverkar lärarna i den didaktiska processen också av intresse. Resultatet visar att lärarna har funnit särskilda sätt att hantera skolämnet historia vilka kan betraktas som en lärares undervisningsmönster eller, i de fall där mönstret är mer varaktigt och sammanhållet, kan benämnas undervisningsstrategi. Studiens resultat visar både likheter och skillnader mellan lärarna, samt i jämförelse med tidigare studier av gymnasielärares undervisningsstrategier. Det språk lärarna använder liknar snarare den vokabulär som syns i läroplaner och läroböcker än det språk som används i historiedidaktisk forskning.

本研究旨在探討團隊式、主從式、輪流式之合班教學類型其教師課堂經驗與幼兒課程經驗之內涵。本研究使用自編之「幼兒課程經驗記錄表」與「教師課堂經驗記錄表」進行結構式之觀察，觀察對象為台北市公立幼稚園「團隊式」、「主從式」、「輪流式」班級之教師及幼兒，各兩班；觀察時間從早上九點至下午四點，共18天，並於觀察結束後進行教師訪談。 分析結果發現，教師課堂經驗層面，(一)團隊式教師之合作方式以「共同主導」為主，工作內容以「教學相關內容」為主。而「共同討論」比例最高，深度亦是最深，「常規」管理之時間最少。(二)主從式教師合作方式以「一主一協」為主，除中午生活活動時段「獨自帶領」比例提升；工作內容以「教學相關內容」為主。(三)輪流式教師合作方式以「獨自帶領」為主，除中午生活活動時段以「共同主導」為主；工作內容以「照料幼兒」為主，由於獨自帶領比例高，因此「常規」比例最高。 幼兒課程經驗層面，(一)三種合班教學類型皆以「生活活動」比例最高，「學習活動」次之，「轉銜活動」最少。其中上午時段以「學習活動」為主，中午以「生活活動」為主。(二)「學習活動」以「團隊式」、「主從式」之比例最高；「生活活動」以「輪流式」比例最高；「轉銜活動」以「主從式」、「輪流式」比例最高。(三)下午時段，「團隊式」、「主從式」以「學習活動」為主，但主從式多為角落與各類遊戲活動；「輪流式」則以「生活活動」為主。(四)三種合班教學類型之共同參與者皆以「教師與同儕」為主；活動主導者皆以「教師主導」為主；目標明確度以「團隊式」最高。 本研究亦發現，(一)三種合班教學類型其個別指導比例皆偏低，其與研究者進班觀察時間有關。(二)「團隊式」、「主從式」教師間會交流資訊；影響教師參與專業成長活動因素為教師時間與體力、研習內容等。(三)教師兼任行政工作之影響為中斷教學、增加教師負擔、提升教師獨自帶領比例等。(四)公幼並非完全無注音教學，原因為幼小銜接、因應家長需求。(五)自然科學比例較低，美術活動多為繪畫，素材多為彩色筆、蠟筆，缺乏多元性。 最後根據以上之結論，研究者針對幼稚園教師、幼稚園所、教育行政機關及後續研究提出建議。 關鍵字：合作教學、教學類型、課堂經驗、課程經驗、幼稚園 / The main purpose of this study is to discuss teachers' experiences and young children's experienced curriculum in three co-teaching types of classrooms, including “team work type”, “teach- assist type”, and “ rotation type”. This study uses “children's experienced curriculum record” and “teachers' experiences in the classroom record” to do the structural observation. Researcher observed three co-teaching types of classrooms choosing from Taipei city public kindergartens, two classrooms for each co-teaching type, totally six classrooms, from 9:00 a.m. to 4:00 p.m., totally 18 days, and interviewed teachers after observation. Following are the results of this study: First, on the part of teachers' experiences, (A) The primary cooperation way of team work type is “leading together”, and the primary work of team work type is about teaching. Besides, the percentage of discussion is the most, and the classroom- rule management is the least. (B) The primary cooperation way of teach- assist type is “one teach and one assist”, but the percentage of “leading alone” is increased only in the period of noon, and the primary work is about teaching. (C) The primary cooperation way of rotation type is “leading alone”, the percentage of “leading together” is increased only at the time of daily routine in the period of noon, and the primary work is about taking care of children. Besides, the percentage of classroom- rule management is the most. Second , on the part of children's experienced curriculum, (A) In all three types of co-teaching, “daily routine ” has the highest percentage of the context of curriculum, the “learning time” has the second most percentage, and the “transition time” has the least. And the primary activity in the period of morning is “learning”, while the primary activity in the period of noon is “daily routine ”. (B) “Learning time” in the team work type and teach-assist type classrooms is the most, and the “ rotation type” classrooms have the most “daily routine ” time. The teach-assist type and “rotation type” classrooms have the most percentage of “transition time” (C) In the period of afternoon, the primary activity in the team work type and teach- assist type classrooms is “learning time”, but teach- assist type classrooms have more learning corner and play time. And the primary activity in the “rotation type” classrooms is “daily routine ”. (D) The co-participants in all three types of co-teaching classrooms are teachers and peers, and teachers are the main leaders in the activities. And the goal of team work type is most explicit. This study also found, (A) The reason that the percentage of “individual instruction” in the three types of co-teaching classrooms is low, is because of the researcher’s observation time. (B) Teachers belong to team work type and teach-assist type usually exchange information. The factors affect teachers on attending professional development activities are their time, energy, and training programs. (C) The effects that teachers participate in administrative works are interrupting teaching, increasing teachers’ burden, and the percentage of “leading alone”. (D) Owing to the demand of transition from kindergarten to primary school, and the expectations of parents, there still be Chinese phonetic symbol teaching in public kindergartens. (E) The percentage of science curriculum is low. The art activities are mainly drawing, and the materials of art are mostly crayons or color pens, which are lack of varieties. On the basis of the results, this study proposes some suggestions for kindergarten managers, administrations, teachers, and researchers. Key words: co-teaching, teaching type, teachers' experiences, young children's experienced curriculum, kindergarten