In America urban school systems have encountered difficulties retaining teachers. The ramification of teacher attrition is that the neediest students are often taught by those with the least educational experience. The purpose of this study was to determine the implications of Virginia teacher licensure regulations on teacher retention in Lighthouse City Public Schools. The study addressed four research questions: 1) "What factors influence the retention of teachers in Lighthouse City Public Schools? 2) Is it possible to predict demographically by race, gender, age, grade level of teaching assignment or licensure preparation program which groups or sub-groups of people are more likely or less likely to leave a school system? 3) Does the licensure preparation program influence retention? 4) Were the Virginia licensure requirements the reasons cited for the departure of teachers in 2004, 2005, and 2006? The research focused an urban school system in southeastern Virginia with approximately 33,000 students. The population was 361 teachers hired for the 2003 school year. A researcher developed survey was electronically mailed to the still employed teachers, and a mailed survey was sent to all the teachers who had left the school system. A multiple regression was performed on the demographic data to try to predict teacher retention or attrition. The results of the multiple regression indicated that statistically (p<.01) only the variable of licensure could be a predictor of retention. All of the survey respondents agreed that a strong principal was the key to retention. Urban school systems are challenged by local standards, state standards, and No Child Left Behind mandates, and compounding the difficulties is on-going teacher loss. It is imperative that school system leaders provide new teacher support and time for the inexperienced to learn how to become excellent. Teachers are not expendable; students are at stake. / Ph. D.

This qualitative study examined, described and analyzed mentoring experiences and perceptions of five first-year alternate route teachers and their five mentors within an urban southeastern school division. The researcher employed a constructivist theoretical model to analyze interview data and frame the adult learning and mentoring experiences to answer the research questions. This investigation explored the benefits, challenges and implications concerning first-year alternate route teachers and their roles in the mentoring relationships.

This study examined the intentions of educational leadership students in Florida university graduate programs in regards to demographics and self-assessed leadership characteristics. The study employed a non-experimental design wherein Regression, ANOVA, and Multiple Regression statistical techniques were employed to explore intent. It examined the influences that self-assessed leadership behavior, gender, number of credits completed, and age had on respondent intentions as measured by the Leadership Practice Inventory and the Demographics and Intentions Questionnaire. The highest assessed priori sample size was 159 when power was set at 0.80, alpha was 0.05, and the expected effect size was set at .10. This study is important because it identified additional reasons administrative pools have perceived shortages of quality candidates using job choice theory as a frame of reference and identified. Results were made available in order to offer the Florida Department of Education, school district leadership academies, and university educational leadership departments valuable insight for reform of selection, recruitment, and retention.

Diss. (sammanfattning) Stockholm : Karol. inst., 2004. / Härtill 5 uppsatser.

Thesis (Ph. D.)--College of Saint Mary -- Omaha, 2008. / A dissertation submitted to the doctoral program of College of Saint Mary in partial fulfillment of the requirements for the degree of Doctorate in Education with an emphasis on Health Professions Education. Includes bibliographical references.

Thesis (Ed. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

This study examines the implications of, and health interest groups responses to federally developed national standards for physician licensure, contained in the proposed Health Security Act (HSA). The Act was introduced into the United States Congress in 1975 by Senator Kennedy and Congressman Corman. While the legislation was withdrawn from Congressional consideration in 1979, it was unique, offering a comprehensive range of health services to the public with significant implications for changes in the way health care would be delivered and paid for. The Act's physician licensure provisions were a significant attempt to divest states and health interest groups of their control over health manpower (e.g. determination of minimum competency levels, supply levels, and restrictions on services offered by other health professionals.) The study critiques the Act's physician licensure provisions in a number of ways: it reviews the past and current structures and processes for determining physician licensure; analyzes the interplay between medical interest groups in assuring quality medical care; details the Act's physician licensure provisions; surveys health interest groups concerning their perceptions on physician licensure and the Act's proposed licensure provisions; and, concludes with reasons why the Act failed as well as alternative approaches it could have taken. / Medicine, Faculty of / Population and Public Health (SPPH), School of / Graduate

Preceptorships are an indispensable part of undergraduate clinical education and are prevalent among schools of nursing. However, there is wide interpretation and implementation of preceptorships which leaves many facets of the preceptor role poorly understood. Research has suggested preceptors experience several benefits from serving; however, the role has also been described as one leading to overload, conflict, and burnout. There is a lack of studies exploring preceptor role functions from the perspective of those who serve in it. The purpose of this qualitative study was to explore staff nurse experiences as preceptors to undergraduate, pre-licensure nursing students with emphasis on the RN’s perceptions of the role, specifically the preparation for, support in, and understanding of what the role entails. Focus groups were used to collect data. Transcripts were analyzed using conventional content analysis. Findings suggest that the primary role function is Protector, with Socializer and Teacher as secondary role functions. Preceptors in this study described a strong empathetic drive to protect students from negative experiences, to protect patients from harm, to protect their own professional identities, and to protect the nature of the nursing profession. Within each role function, there are specific behaviors in which the preceptor engages to varying degrees depending on the needs of the individual student. Findings have implications for continued development of the preceptor role.

No description available.

Objective. To determine if the new 2016 version of the North American Pharmacy Licensure Examination (NAPLEX) affected scores when controlling for student performance on other measures using data from one institution. Methods. There were 201 records from the classes of 2014-2016. Doubly robust estimation using weighted propensity scores was used to compare NAPLEX scaled scores and pass rates while considering student performance on other measures. Of the potential controllers of student performance: Pharmacy Curricular Outcomes Assessment (PCOA), scaled composite scores from the Pharmacy College Admission Test (PCAT), and P3 Grade Point Average (GPA). Only PCOA and P3 GPA were found to be appropriate for propensity scoring. Results. The weighted NAPLEX scaled scores did not significantly drop from the old (2014-2015) to the new (2016) version of NAPLEX. The change in pass rates between the new and old versions of NAPLEX were also non-significant. Conclusion. Using data from one institution, the new version itself of the NAPLEX did not have a significant effect on NAPLEX scores or first-time pass rates when controlling for student performance on other measures. Colleges are encouraged to repeat this analysis with pooled data and larger sample sizes.