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63 matches in the database. These are records: 1 - 30.

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1. Abla, Zipporah Wanjira. Portraits of Successful African Immigrant Faculty on U.S Campuses.

Degree: EdD, Leadership Studies, 2012, Bowling Green State University

► African immigrants in the U.S. are still understood according to a “melting… (more)

▼ African immigrants in the U.S. are still understood according to a “melting pot” model of immigration and are expected to identify with a segment of the host society'”African Americans (Olupá»na & Gemignani, 2007). However, African immigrants are culturally and socially different from native-born African Americans. For example, due to colonization, African identity is mostly based on ethnicity, culture, geography and nationhood while African Americans identify primarily with or in racial terms (Appiah, 1992). The purpose of this study is to gain insight into the experiences of African immigrant faculty members who have successfully advanced academically in the U.S. campuses as evidenced by tenure and promotion, and to understand the extent to which African faculty members are aware of how their “African-ness” has contributed to their success in American campuses. It is important to contextualize the experiences of the study's participants to gain an understanding of where their individual narratives fit within the broader landscape of diversity, multiculturalism and inclusiveness in American campuses. This study uses portraiture methodology, a qualitative approach that concentrates on unearthing goodness and highlighting successes, while recognizing that imperfections will always be present within a social system. A conceptual framework of three interrelated constructs – African spirituality, resilience, and acculturation – understood within the context of African immigrant faculty experiences was used as an analytical lens. The findings from this study may be used as a template to demonstrate the avenues to success for immigrant faculty, which would help in recruiting and retaining African immigrant faculty. The findings can also aid as a means of educating students and faculty to have a better perspective of the African immigrant and to dispel myths and negative stereotypes about African people and other immigrants. Advisors/Committee Members: Ingle, Kyle.

Subjects: African Studies; Education; Educational Leadership; Multicultural Education

Keywords: African Spirituality; Resiliency; Acculturation; African Immigrants; Faculty; Higher Education; Perserverance; Biculturalism; Humor; Wisdom; Cultural Dualism; Hope; Portraiture Methodology

2. Adams, Margaret J. SOCIAL WORK FIELD INSTRUCTORS’ PERCEPTIONS OF CORE ATTRIBUTES: IMPLICATIONS FOR LEADERSHIP AND GATEKEEPING.

Degree: EdD, Leadership Studies, 2011, Bowling Green State University

► This is an exploratory qualitative study whose focus was to ascertain social… (more)

▼ This is an exploratory qualitative study whose focus was to ascertain social work field instructors' perceptions of the characteristics and attributes necessary in the provision of competent field instruction. It utilized case study as a framework of analysis. Moral reasoning and adult development provided a theoretical framework for the study. Nineteen field instructors working with an undergraduate program in social work participated in one of five focus groups, and responded to questions related to why they became and remain field instructors, their perceptions of the qualities and characteristics that comprise a competent field instructor, qualities and characteristics of excellent and unacceptable student interns, field instructors' roles in gatekeeping, and field instructors' perceptions of leadership as it relates to field instruction. Data analysis indicated that there are specific roles, personal attributes, practice skills, and environmental criteria perceived as necessary in order to perform competently as a field instructor. In addition, three themes permeated the discussion of characteristics, gatekeeping and leadership. These themes were role modeling, communication, and nurturing. Leadership skills and characteristics were explored and analyzed according to the models of leadership developed by Kouzes and Posner, and Hersey and Blanchard. Findings indicate that field instructors perceive themselves as learners, as well as teachers. They also do not recognize themselves as leaders, and are generally uncomfortable with the role and responsibility of gatekeeping. The study recognizes specific implications for practice, as well as future research. It provides social work field directors within the schools of social work with a list of criteria that may be used to select future field instructors, as well as evaluate current ones. The same criteria can be used by practitioners who wish to become field instructors to assess their readiness for that role and responsibility. The study also provides field directors with a wealth of training opportunities for field instructors, particularly in the areas of leadership and gatekeeping. In addition, the study proposes a more in depth introduction and discussion of leadership and gatekeeping into the curriculum so that students understand their importance in professional practice. Ongoing exploration of non-positional leadership in social work, particularly in the field, is a topic that invites future research studies. Additional areas for further study include the manner in which field instructors are selected and trained, field instructors' perceptions of gatekeeping as a professional responsibility, and the relationship between field instructors and schools of social work from the field instructors' points-of-view. Comparative studies of leadership and gatekeeping between graduate and undergraduate field instructors, as well as across practice areas, can also be explored. Advisors/Committee Members: Pauken, Patrick.

Subjects: Education; Ethics; Higher Education; Social Work

Keywords: leadership; gatekeeping; field instruction; social work practice; social work education; adult development; ethics; focus groups

3. Anthony, Kathleen Hope. Exploring Helper and Consumer Partnerships That Facilitate Recovery From Severe Mental Illness.

Degree: EdD, Leadership Studies, 2005, Bowling Green State University

► The purpose of this dissertation was to explore the helping partnerships that… (more)

▼ The purpose of this dissertation was to explore the helping partnerships that facilitate recovery from severe mental illness (SMI). Given that recovery from these illnesses was a relatively new concept and that the little research available suggested supportive relationships assist consumers in their recovery process, the research questions were written to understand these helping relationships:(a) what are the consumers’ experiences of recovery from SMI?(b) How do consumers describe the experience of their helping partnerships that facilitate recovery? (c) What are the underlying themes and contexts that account for the experience of partnerships that facilitate recovery? (d) Where in the recovery do these partnerships form? The co-researchers included 10 non-hospitalized adults with a self-reported diagnosis of schizophrenia (4), bipolar disorder (3) or major depression (3) from a midwestern state. Participants were purposefully chosen from a group of 69 volunteers who completed the Mental Health Recovery Measure (Young and Bullock, 2003), which was the quantitative phase of this study. In the second phase, two to three face-to-face interviews were conducted with nine of the ten participants. Phenomenological qualitative analysis with a psychological approach was accomplished using word for word transcripts of the interviews. The intent of this study was to learn how the consumer experiences the helping partnerships that facilitate recovery to inform, families, professionals and peers about meaningful actions and strategies that promote healing. Six key themes emerged from the data and included: networks of helping partnerships, medication adherence, teaching/learning, spirituality, creative drive and time. The experiences of each co-researcher were analyzed and described and used to create a composite description for the group. From the composite description, characteristics and behaviors of helping partners were identified, as well as their impact on the co-researchers. In addition structures that facilitated the development of the helping partnerships became visible from the composite experiences. Through interaction of the themes that emerged, the co-researchers were able to move through recovery with astounding resolve. Helping partners that exhibited a deep commitment to participants over time, using respect, care and knowledge, facilitated their progress. In conclusion, it is recommended that consumers, families, mental health professionals and the public be educated about how to facilitate recovery for the benefit of human potential of every individual with a diagnosis of severe mental illness and the financial solvency of society. Understanding networks of helping partnerships, the role of spirituality and creativity, the benefits from medication and therapy and the impact of learning on progressing through recovery can go a long way toward eliminating the mystery and fear associated with mental illness. Advisors/Committee Members: Alston, Judy A.

Keywords: Recovery from severe mental illness; Helping partnerships; Phenomenological qualitative research; Schizophrenia; Bipolar Disorder; Major Depression; Networks of Helping Partnerships; Spirituality; Teaching and Learning; Creativity; Medication Adherence

4. Askren Edgehouse, Melissa A. Characteristics and Career Path Barriers of Women Superintendents in Ohio.

Degree: EdD, Leadership Studies, 2008, Bowling Green State University

► Despite Ella Flagg Young's positive outlook for women achieving the superintendency, stating… (more)

▼ Despite Ella Flagg Young's positive outlook for women achieving the superintendency, stating in 1909 that "women are destined to rule the schools of every city" (as cited in Keller, 1999, ¶53), women have never dominated the top position in America's public school systems (Violette, 2006). Though women largely outnumber men as classroom teachers, men continue to lead more school systems (Shakeshaft, 1989; Glass, 2000; Grogan and Brunner, 2005). The Census Bureau similarly characterized the position of superintendent of schools in the United States as the most male-dominated executive position of any profession (Sharp, Malone, Walter, and Supley, 2000). While research exists that seeks to identify barriers that women in leadership positions in schools face, little or no research goes beyond simply naming such barriers. The purpose of this study was to 1) identify differences in personal demographics and career paths of women superintendents in Ohio and the barriers they have experienced while attaining the superintendency, and 2) examine the district differences, personal demographics, and personal differences in knowledge, skills, and abilities and career path barriers of women superintendents in Ohio. A six-part, 46-item survey was developed for this research to capture the perceptions, practices, and backgrounds of a total population of Ohio women superintendents. Of the 120 women superintendents in Ohio who lead public city, local, and exempted village school districts, and career technical/JVSD and Educational Service Centers, 77 (64.2%) women completed and submitted the electronic survey. The findings revealed in this study illustrate a renewed positive outlook. Women in Ohio encountered fewer family, career planning, gender discrimination/stereotyping, internal, external, and overall barriers when compared to past studies from other states and across the nation. Furthermore, more women in Ohio are accepting superintendent positions with increasingly younger children in their households. These women also possess varied and numerous characteristics, knowledge, skills, and abilities. Unlike previous studies, women who aspire to the superintendency no longer need to worry that their children, their characteristics, or their knowledge, skills, or abilities could prevent them reaching the top. Women in Ohio have managed to overcome many and various obstacles to the superintendency that, in other states, persist. What can be learned from their experiences and perceptions will, hopefully, pave the way for national progress and, eventually, fulfill Ella Flagg Young's prescient vision for the superintendency. Advisors/Committee Members: Zimmerman, Judith A.

Subjects: School administration; Womens studies

Keywords: superintendents; Ohio; women superintendents; career paths; educational leadership; barriers; survey

5. Bernheisel, Susan E. The Relationship Between Education and Leadership Behaviors in New Graduate Baccalaureate Educated Nurses and New Graduate Associate Degree Educated Nurses.

Degree: EdD, Leadership Studies, 2007, Bowling Green State University

► Using a concurrent mixed method design, this study examined if there was… (more)

▼ Using a concurrent mixed method design, this study examined if there was a relationship between the education of nurses and their use of leadership behaviors. A purposive criterion sampling of 7 expert nurse managers from 7 different hospitals in Northwest Ohio was selected for the qualitative strand. Using a semi-structured questionnaire each of the 7 nurse managers was asked to identify behaviors they wanted in their leaders and behaviors they wanted in their staff nurses. Data analysis showed behaviors they wanted in their staff nurses including interpersonal skills, communication, compassion and caring, independent decision-making and critical thinking were similar to those they wanted in leaders. Purposive criterion sampling of 145 new graduate nurses who worked in medical surgical units completed the 40-item Self Assessment Leadership Instrument measuring leadership behaviors on a Likert scale of 0 to 4. A MSN and a PhD nurse ranked each leadership item for complexity. A t-test analysis showed no significant difference in the means of self-reported leadership behaviors by ADN nurses and BSN nurses, however, analysis of the percentage of nurses that reported doing each item more than half the time showed that BSN nurses reported using more complex items than ADN nurses. A second t-test analysis measuring past hospital work experience showed there was no significant difference in the number of leadership behaviors used and the amount of past hospital work experience the nurse had. The leadership behaviors identified by the 7 nurse managers were used to categorize the leadership items on the instrument. Analysis of this data showed that both ADN nurses and BSN nurses used the category compassion and caring the most often and the category of communication the least often. Further analysis of the data showed that BSN nurses reported using more items in the category of critical thinking than ADN nurses. While all nurses use leadership behaviors, communication is not one that is being used often and should be integrated more into the curriculum. Education of nurses does appear to have a positive effect on critical thinking, therefore differentiated practice should be considered for implementation in the hospitals. Advisors/Committee Members: Earley, Mark A.

Keywords: nursing education; nursing leadership; leadership behavior; adn nurses; bsn nurses; mixed method; self assessment leadership instrument

6. Calvert, Eric C. Linked Leadership: The Role of Technology in Gifted Education Coordinators' Approaches to Informed Decision Making.

Degree: EdD, Leadership Studies, 2012, Bowling Green State University

► The purpose of this study was to explore the role of technology… (more)

▼ The purpose of this study was to explore the role of technology in the professional leadership practice of gifted education coordinators. An adapted version of the Teacher Technology Integration Scale (TTIS) was administered to 36 gifted coordinators recruited at meetings of regional gifted coordinator groups affiliated with the state professional and advocacy organization for gifted education. The adapted TTIS gathered self-report data on gifted coordinators’ perceived technology skills, attitudes and beliefs toward technology, and frequency of using various technology tools in their professional roles through 49 rating scale items. Short answer items were added to the original instrument to gather demographic data and information regarding how participants used technology to perform specific common job duties of gifted coordinators. Five gifted coordinators also participated in semi-structured interviews in which they were asked to describe the sources of information and expertise they accessed to assist them in making a recent high-stakes decision or recommendation about a gifted education program they administered and what, if any, role technology played in that process. Additional interview questions focused on the role of technology in participants’ informal learning and communication and collaboration with colleagues and peers. As Wenger and Lave’s research on communities of practice provided a theoretical framework for the study, interview participants were also asked to reflect on whether or not they felt they were members of “communities of practice” related to gifted education, and, if so, how they used technology in their interactions with those communities. Leadership both within the gifted coordinators’ school districts and regional gifted education organizations were found to influence participants’ use of technology in informal learning and leadership. Although support for the idea that technology can be a powerful tool for professional learning was nearly universal, gifted coordinators who believed there was a vision for the use of technology in education in their school district and who perceived high levels of support for technology integration also expressed higher levels of technology-self efficacy and more extensive use of technology. Additionally, gifted coordinators who gave high ratings to their own technology skills also reported frequent use of online resources to support their informal learning and professional practice. Uneven technology skills among peers and a lack of leadership for embracing online tools were cited as barriers to making greater use of Web as a platform for professional collaboration. The researcher provides further discussion and recommendations for learning designers and school and professional association leaders for leveraging technology to better support communities of practice to enhance gifted coordinators’professional learning and capacities for leadership. Advisors/Committee Members: Herman, Terry.

Subjects: Educational Leadership; Educational Technology; Gifted Education

7. Carroll, Gretchen Kay. AN EXAMINATION OF THE RELATIONSHIP BETWEEN PERSONALITY TYPE, SELF PERCEPTION ACCURACY AND TRANSFORMATIONAL LEADERSHIP PRACTICES OF FEMALE HOSPITAL LEADERS.

Degree: EdD, Leadership Studies, 2010, Bowling Green State University

► This dissertation explores the relationship between Myers-Briggs personality type preference, self perception… (more)

Subjects: Health care; Management; Nursing; Occupational psychology; Organizational behavior; Personal relationships; Personality; Psychological tests; Psychology; Social psychology

Keywords: personality; Myers-Briggs Type Indicator; transformational leadership; Leadership Practices Inventory; MBTI; LPI; self-perception accuracy; 360-degree feedback; female leaders; hospital leaders; chi square; ANOVA; t-Tests

8. Carroll, Mark J. Physical Therapists' Perception of Risk of Violating Laws and Rules Governing the Practice of Physical Therapy and/or Their Personal Moral and Ethical Values When Failing to Provide Treatment for an Uninsured or Underinsured Patient.

Degree: EdD, Leadership Studies, 2007, Bowling Green State University

► There will be times when physical therapists will be asked to treat… (more)

▼ There will be times when physical therapists will be asked to treat patients who cannot afford needed services. Under such circumstances, physical therapists are at serious risk of violating the laws and rules governing their profession and also, perhaps, at risk of violating their personal moral or ethical values if they fail to treat, or arrange alternative treatment for, these patients. The purpose of this study was to examine the relationship between two independent variables, (1) Professional role of the physical therapist (clinician, administrator, or educator), and (2) APTA membership status, and two dependent variables, (1) perceived level of risk of violating the laws and rules governing the practice of physical therapy in Ohio, if treatment is not provided to, or arranged for, the patient in a case dilemma, and (2) perceived risk of violating personal moral or ethical values in the same situation. This study utilized a questionnaire that asked respondents to rate perception of risk of violating the dependent variables in each of four defined resolutions to the dilemma of treating an uninsured or underinsured patient. These resolutions were (A) fail to provide, or arrange for, treatment, (B) refer the patient to a safety-net provider, (C) provide some, but not all, necessary treatments or, (D) make illegal adjustment(s) to billing. APTA members reported a higher perceived risk than non-APTA members of being out of compliance with the laws and rules governing physical therapy in Ohio if they resolved the dilemma by providing some forms of treatment, which were more affordable or were covered by the patient's insurance plan, not providing other services, which although needed, are un-reimbursable (Resolution C). Educators reported a higher perceived risk than administrators of violating personal moral or ethical values if they utilized this same resolution. APTA members also displayed a significantly greater perception of risk than non-APTA of violating laws and rules across all four resolutions and when comparing combined dependent variables. The results of this study indicate that there is room for growth in the perception of risk across all resolutions and among all respondents and presents challenges on three fronts: the need for expanded provision of services to uninsured and underinsured patients; the need for revision of the laws and rules governing physical therapy in Ohio; and the need to educate physical therapists in the discrepancies in the laws and rules governing the profession that are putting them at risk. The role(s) each physical therapist might play in meeting these challenges are discussed. Advisors/Committee Members: Pauken, Patrick D.

Keywords: uninsured; underinsured; physical therapy; risk perception; law; rules; ethics; ethics codes; ethical dilemma; clinician; administrator; educator; licensure; licensure board; APTA; pro bono; safety net provider; patient

9. Cavins, Bryan Jeremy. The Relationship between Emotional-Social Intelligence and Leadership Practices among College Student Leaders.

Degree: EdD, Leadership Studies, 2005, Bowling Green State University

► This dissertation explored the relationship between Emotional-Social Intelligence (ESI) and student leadership… (more)

▼ This dissertation explored the relationship between Emotional-Social Intelligence (ESI) and student leadership practices among college student leaders. Additionally, analyses were conducted to determine if these constructs related to student performance within a university-sponsored, cocurricular, four-year leadership development program (Program). The study of Emotional Intelligences and its relationship to effective leadership is evident in the literature; however, little if any research has applied this concept to student leadership practices and more specifically, student performance within a leadership development program. Eighty-Three students enrolled in the Program completed the Emotional Quotient Inventory, EQ-i (Bar-On, 1997) and the Student Leadership Practices Inventory, S-LPI (Kouzes and Posner, 2005). Additionally, the Program director completed a modified 360-degree assessment to help measure the extent that participants’ self-reported scores (EQ-i and S-LPI) were supported by their performance within the Program. Pearson r correlations found that many S-LPI subscales positively correlated, either moderately or strongly, with the following EQ-i variables: overall ESI, the Intrapersonal subscale, Self-Actualization, the Interpersonal subscale, Social Responsibility, Empathy, Stress Tolerance, the Adaptability subscale, Problem Solving, the General Mood subscale and Optimism. Among leadership practices, Modeling the Way, Enabling Others to Act, and Inspiring a Shared Vision correlated most frequently with the ESI construct. Top Performers in the Program scored significantly higher than did other performance groups (Middle and Bottom Performers) in 11 out of the 21 ESI variables. Additionally, Top and Middle Performers scored significantly higher than did Bottom Performers in the following S-LPI subscales: Modeling the Way, Inspiring a Shared Vision, and Challenging the Process. In terms of demographic differences and ESI, significant differences were identified with gender, age, GPA, race, year in the Program (cohorts), and mother’s education level. And within student leadership practices, significant differences were only identified with GPA, race, and father’s education level. Within four of the five S-LPI subscales, participants with fathers who had 2- and 4-year degrees scored significantly higher than participants with fathers who did not have a college degree. Implications for practitioners of student leadership development programs are outlined, particularly the provision of student leadership development opportunities. Recommendations for future research are discussed. Advisors/Committee Members: Pauken, Patrick D.

Keywords: Emotional-Social Intelligence; Kouzes and Posner; Student Leadership Practices Inventory (S-LPI); Emotional Quotient Inventory (EQ-i); Bar-On; Emotional Intelligence; Student Leadership Development; Leadership Development Programs; Cocurricular

10. Cramer, Todd Michael. PREDICTING STUDENT SUCCESS ON THE THIRD GRADE READING ACHIEVEMENT ASSESSMENT IN OHIO.

Degree: EdD, Leadership Studies, 2010, Bowling Green State University

► Since the passage of the first Elementary and Secondary Education Act in… (more)

▼ Since the passage of the first Elementary and Secondary Education Act in 1965, increasing reading achievement for all students has been a focus for our nation. Unfortunately, our country still has over 30 million citizens who are illiterate (Mukherjee, 2007). One of the challenges for schools is to accurately identify students in need of early intervention in an efficient and effective manner before students participate in high stakes reading assessments. This study aimed to assist school leaders in identifying which diagnostic reading measures will best identify students at risk of not passing the Ohio Third Grade Reading Achievement Assessment. The purpose of this study was to examine the relationship of students’ performance on five district diagnostic reading measurement tools – (1) KRA-L; (2) AIMS probes from second grade administration; (3) DRA literacy assessment; (4) STAR Reading Assessment from second grade; (5) standards based report card indicators – and their performance on the October administration of the Ohio Third Grade Reading Achievement Assessment. Grounded in the theoretical framework of Teale and Sulzby (1992), as supported by Gunning (2006), the study examined four research questions focusing on student literacy data. The study revealed strong relationships between each of the instruments examined and the Ohio Third Grade Reading Achievement Assessment. Pearson Correlation coefficients indicated that the STAR SS and STAR PR have the strongest relationships with the Ohio Third Grade Reading Achievement Assessment. Multiple regression results indicated the STAR PR and the AIMS best predict passage on the Ohio Third Grade Reading Achievement Assessment for the total sample. The final research question examined the predictive nature of each tool for each subgroup based upon disability, SES and race. The STAR PR was found to be the most accurate for students without disabilities, both SES groups (Low SES and Non-Low SES), as well as White students and minority students. AIMS was found to be additional predictor for minority students and students without disabilities. No tool emerged as predictive for students with disabilities. While schools need to select an instrument that best meets the needs of their population, this study clearly found strong relationships between each of the instruments examined and the Ohio Third Grade Reading Achievement Assessment. With the exception of students with disabilities, significant models were generated for each subgroup. Overall the STAR PR was shown to have the strongest relationship with the Ohio Third Grade Reading Achievement Assessment. Advisors/Committee Members: Pauken, Patrick.

Subjects: Education; Elementary education; Literacy; Reading instruction; School administration

Keywords: reading achievement; assessment; diagnostic; Ohio Achievement Assessment; regression; prediction; early intervention; early identification; NCLB

11. Depinet, Andrea E. Becoming Critical Thinkers: The Impact of Treatments on Student Reflective Practice in the College Classroom.

Degree: EdD, Leadership Studies, 2012, Bowling Green State University

► The purpose of the study was to determine the effect of instructional… (more)

▼ The purpose of the study was to determine the effect of instructional treatments on reflective practice and critical thinking in the college classroom at Bowling Green State University in the College of Business. The study employed a quasi-experimental pretest posttest control group design to examine student reflective practice among three treatment groups (T1-students receiving feedback only; T2-students viewing PowerPoint and receiving handout only, T3-students receiving feedback, viewing PowerPoint, and receiving handout) and one control group, which did not receive any instruction or feedback on reflective practice. The pretest and posttest were used to evaluate reflective practice and critical thinking skills among freshmen students (n=253). The study sought to identify the level of reflective practice for incoming freshmen, examine which treatment was most effective in increasing overall reflective practice growth, and which specific thinking skills were most effected by which treatments. Analysis of variance (ANOVA) was conducted to examine group differences in reflective practice growth. growth. The results indicate that the majority of participants were categorized in beginner status for 5 of the 7 categories presented. Deep thinking, analysis, and synthesis were noted as the categories of thinking skills with the greatest proportion in beginner status and ultimately require the most attention and improvement. The results indicate that freshmen students enter college with low level thinking skills. Research question 2 examined group differences in Growth scores of Reflective Practice. Overall reflective scores were calculated as the sum of all thinking skill category scores. ANOVA results revealed significant treatment group differences in overall Reflective Practice growth, with Treatment Group 3 (PowerPoint, handout, and feedback) outperforming all other groups. ANOVA was also used to examine the effect of instructional differences on each thinking skill category growth score. Treatment Group 3 (PowerPoint, handout and feedback) reported the most growth in all thinking skill categories, while the Control, which had no instruction or feedback, experienced the least growth in all categories. ANOVA results indicate significant group differences for all thinking skill categories; however, effect sizes reveal that the instruction treatments had the greatest impact on deep thinking and synthesis. Although results indicated that feedback alone did not have the greatest impact on reflective practice, it certainly was a necessary component of Treatment 3, the combined instructional strategy. In addition, the feedback-only group (T2) saw more growth in Overall Reflective Practice than T1, the handout/PowerPoint group, indicating feedback is critical to learning. Based upon the results, the research concluded that: 1) the majority of college freshman have low levels of reflective practice; 2) A variety of instructional methods are needed to improve student thinking skill growth; 3) Feedback is a critical component in developing reflective practice. Advisors/Committee Members: Reinhart, Rachel Vannatta.

Subjects: Adult Education; Education; Educational Psychology; Educational Tests and Measurements; Higher Education; Instructional Design; Teaching

Keywords: Critical thinking; Reflective practice; Feedback; Rubrics; Instructional treatments; College preparedness

12. Derrick, Lamandren A.S. Exploring Mentoring Relationships Between African American High School Males And African American Male Principals.

Degree: EdD, Leadership Studies, 2009, Bowling Green State University

► While mentoring has been promoted as the effective way to improve outcomes… (more)

Subjects: African Americans; Education; Personal relationships; School administration; Secondary education

Keywords: mentoring; African American; high school; at-risk; principal; student; self-esteem; relationships; social behavior; Mentoring Brother 2 Brother; portraiture

13. Edwards, Alexander Kyei. Professional Citizenship and Otherness Leadership Development: Examining the Relationships among Meaning, Moral Reasoning, and Diversity Competencies of Graduate Students.

Degree: EdD, Leadership Studies, 2009, Bowling Green State University

► This dissertation explored the relationships among three variables: meaning, moral reasoning, and… (more)

▼ This dissertation explored the relationships among three variables: meaning, moral reasoning, and diversity competencies. The relationships were examined to attempt explaining two central themes: professional citizenship and otherness leadership. A sampling of graduate students from business and education colleges at a Midwestern public institution was surveyed online with the Otherness Development Survey. The survey instrument had 104 items in four parts. Part one addressed meaning in life (as in spirituality) with ten items; part two had six managerial-based scenarios with several subsections to measure moral reasoning; and part three had 15 items measuring universal diversity competencies. The last part was a demographic survey.The results from the survey showed a low response rate, which imposed some limitations on the subsequent data analyses. The study limitations, including instrumentation and administration, are worth noting. However, the descriptive statistics and a limited inferential statistics yielded interesting results. Overall, the relationships among the main variables showed no statistical significance. But there were interesting relationships among the various subsections that were discussed. Practical applications of the present study focused on the discussions on such concepts as spirituality, morality, and diversity in both business and education. Importantly, the interrelationships of meaning, moral reasoning, and diversity competencies were discussed for pedagogical development in higher education. The interplay of these concepts was recommended for the creation of purpose, moral responsibilities, and altruism and constructive appreciation of otherness in a cultural heterogeneity among college graduates. Finally, further recommendations were discussed for adulthood literature, pedagogical studies, and scholarship on professionalism and otherness leadership. In particular, it is recommended that curricula in business and education should be holistic, facilitate the processes of civic consciousness, and promote inclusiveness. The present study has set the agenda for further explorations and discussions on the two themes of professional citizenship and otherness leadership. Advisors/Committee Members: Pauken, Patrick.

Subjects: Adult education; Education; Higher education; Management; Multicultural education; School administration; Teacher education

Keywords: professional citizenship; otherness leadership; spirituality; meaning; moral reasoning; morality; diversity competencies; business; education; graduate students; adulthood

14. Falkenstein, Robert N. Student Experiences of Participation in Tracked Classes Throughout High School: The Ethic of Justice, School Leadership, and Curriculum Design.

Degree: EdD, Leadership Studies, 2007, Bowling Green State University

► While school leaders negotiate changing governmental mandates, tracking continues as the most… (more)

▼ While school leaders negotiate changing governmental mandates, tracking continues as the most implemented curriculum delivery model in American schools (Lovelace, 1999). There is a growing disconnect between governmental pushes toward a similar educational bar for all students and tracking, which encourages student achievement at fluctuating levels. The purpose of this phenomenological study was to reveal the experience of tracking for graduating high school seniors. Tracking is defined as dividing students into class levels for low, medium, and high achievers in each grade (Oakes and Lipton, 1994). A philosophical background demonstrated how the ethic of justice spectrum—the balance between the good of society and individual rights (Starratt, 1991)—applied to curriculum design. The impact of tracking on students’ school experiences was addressed. The six participants engaged in this study ranged all track levels. The research questions were (1) How do 12th grade students describe their experience in tracked classes in high school?, (2) How does the essence of tracking impact 12th graders’ high school experiences?, and (3) How are students’ tracking experiences represented on the ethic of justice spectrum? An existing Method of Analysis of Phenomenological Data was used to analyze and code the data (Moustakas, 1994). The thinking processes behind data transformation were highlighted. The participants overwhelmingly supported tracking. Their experiences revealed five themes: (1) appropriateness of placement, (2) student effort and perceived teacher effort, (3) similarity of instructional methods, (4) social influence of peers and family, and (5) view of others: students in different track levels and school leaders. Tracking met the needs of participants according to individual ability levels. Tracking found its place on the ethic of justice spectrum toward the individual, nonconsequential end and away from utilitarian notions. The participants supported continued tracking practices but cited trusted, respected teachers as more influential than school principals or the tracking design itself. School leaders were reminded that, from students’ perspectives, tracking is the preferred curriculum design. The ethic of justice was proven a useful evaluation tool of school policy and programming. Administrators were reminded to promote ventures that seek student input in decision-making activities and to uphold justice in schools by respecting students’ individual rights. Advisors/Committee Members: Pauken, Patrick D.

Keywords: tracking; ability grouping; curriculum design; student voice; ethic of justice; school leadership; phenomenology; essence; qualitative; student experience; data transformation

15. Fallon, Marie M. Quantitative Study of the Appointment Process of Local Board of Health Members in Ohio and the Relationship to Board Effectiveness.

Degree: EdD, Leadership Studies, 2009, Bowling Green State University

► The purpose of this study was to examine the relationship between the… (more)

▼ The purpose of this study was to examine the relationship between the appointment process and the effectiveness of boards of health in the state of Ohio. In Ohio, board of health members are appointed by a District Advisory Council (DAC), chaired by a county commissioner, that meets once a year for this purpose. The literature review documented model appointment practices within two frames, recruitment and selection, and board effectiveness research using the seminal findings of Holland, Chait and Taylor’s (1989) six frames of board effectiveness: contextual, educational, interpersonal, intellectual, political and strategic. Data for this study were collected concurrently using mailed surveys (adapted from Brown, 2000, 2006) for three populations groups appointers (chair of DAC), board of health members, and health commissioners for the 131 health districts. Likert scale responses were used to rate the responses from appointers (N = 131) regarding recruitment and selection, from board of health members (N = 912) on board effectiveness, and from health commissioners (N = 131) on recruitment, selection, and board effectiveness. Final survey returns (20.7%) included 170 board member responses (19%), 57 health commissioner responses (44%), and 16 appointer responses (12%). There were 14 health districts that had responses from all three population groups enabling paired set analysis. The demographic characteristics of the health commissioner and board of health member sample were male (62%), college educated (85%), with a mean age over 55. Descriptive statistics and a Mann-Whitney U found the self-ratings of appointer’s recruitment and selection frames to be significantly higher than the health commissioner ratings to the same questions. Descriptive statistics and a Mann Whitney U also found the self-ratings of board of health members board effectiveness frames to be higher than the health commissioner ratings to the same questions with significant differences in the intellectual, political and strategic frames. The final research question analyzed data using Pearson’s r correlations for paired responses from health districts in three groups. First, appointers’ ratings (recruitment and selection) and board of health members’ ratings (board effectiveness) found no significant correlations. Second, health commissioners’ ratings (recruitment and selection) and board of health members’ ratings (board effectiveness) found no significant correlations. The final group, pairing health commissioner ratings for recruitment and selection with health commissioner ratings for board effectiveness showed significant correlations (p < .01) for recruitment in all frames except contextual which was not significant and interpersonal, which was significant at the .05 level. The literature identified having the right mix of trustee capabilities and then utilizing those skills as key characteristics and predictors of board effectiveness. Together the board of health and health commissioners comprise a health district’s leadership team. As the leadership team, they have direct responsibility for building an environment of collaboration where trust, communication, and on-going learning are nurtured. When these leadership roles and responsibilities are understood by all concerned, the health district and public health will be the ultimate beneficiaries. In most cases, boards of health are underutilized and underdeveloped. They are a much needed but largely untapped resource. Advisors/Committee Members: Pauken, Patrick.

Subjects: Health; Management; Public health

Keywords: board of health; public health; board effectiveness; appointment; recruitment; selection; collaboration; governance; leadership; health commissioner; health officer; correlation; mann-whitney

16. Gallagher, Debra K. LEARNING STYLES, SELF-EFFICACY, AND SATISFACTION WITH ONLINE LEARNING: IS ONLINE LEARNING FOR EVERYONE?.

Degree: EdD, Leadership Studies, 2007, Bowling Green State University

► This causal-comparative study examined learning style differences in and computer self-efficacy and… (more)

Keywords: professional development; Kolb's Learning Style Inventory; Online learning; computer self-efficacy; WebLEI; learning style; adult learning; satisfaction; CUSE

17. Goedde, Allison Marie. FACTORS PREDICTING PRESERVICE TEACHER TECHNOLOGY COMPETENCY.

Degree: EdD, Leadership Studies, 2006, Bowling Green State University

► The primary purpose of this quantitative study was to predict incoming teacher… (more)

▼ The primary purpose of this quantitative study was to predict incoming teacher education students’ technology competency by examining factors that contribute to their background technology experience. Factors included socioeconomic status of the school district from where they graduated, district demographics related to teachers’ average number of years teaching, teachers’ average number of hours of professional development with technology, and student background experiences with technology based on uses at school and home. Preservice teachers enter colleges of education from various educational background experiences and possess broad levels of technology competency. Research findings indicate there is a positive relationship between district affluence and technology integration (Riel and Schwarz, 2002). In addition, there is evidence that suggests socioeconomic background contributes to students’ ability to use technology (Riel and Schwarz). As colleges of education move forward with integrating technology into teacher preparation programs, a need exists to recognize the characteristics of the students’ backgrounds that contribute to their ability to perform basic technology competencies. Identifying characteristics of student experience with technology that predict technology competency will assist colleges of education with further understanding the level of technology integration and K-12 district status of implementing data-management systems for instructional decision-making. Pearson correlation and an exploratory multiple regression were used to examine preservice teachers’ profiles based on information obtained from multiple secondary data sources. The secondary sources utilized were the Bowling Green State University (BGSU) Assessment of Technology Competency (ATC), the ATC Retake Survey instrument that was administered to preservice teachers during the academic year 2004-2005, the Ohio Department of Education (ODE) Similar District computation report from fiscal year 2003-2004, and the Ohio SchoolNet (OSN) Biennial Education Technology Assessment (BETA) district level teacher survey from biennial year 2003-2005. The BGSU ATC was administered to approximately 1100 preservice teachers during the 2004-2005 academic year. Preservice teachers who failed one or more sections of the ATC were given a retake opportunity to pass the failed section(s). The BGSU ATC Retake Survey was administered to approximately 450 BGSU Introduction to Education (EDHD 201) students during the 2004-2005 academic year. The results of this survey were utilized to identify preservice teachers by the district they graduated from and to determine the Ohio school districts being represented by this sample of students. In addition, the ATC Retake Survey results were to provide information about background technology use as indicated by responses related to access to computers at home, computer instruction at school, and estimated hours of computer time per week in high school. The examination of factors that best predict student technology competency has significance for future teachers, university leaders, K-12 administrators, college faculty, and college faculty’s own students. Trends may be established for recognizing district characteristics regarding technology integration that contribute to preservice teacher technology competency. Challenges associated with preparing future teachers to be technology integrators will be minimized through identification of characteristics for technology competency. Advisors/Committee Members: Vannatta, Rachel A.

Keywords: Preservice Teacher; Technology Competency; Assessment; Multiple Regression Analysis; Socioeconomic Status; Teacher Inservice; Professional Development; Internet Connectivity; Computer Class; Technology Education; Ohio Schools; Correlation

18. Gore, Shanda Laine. An Examination of Involvement Behaviors and Minority Student Retention at Academic Medical Institutions.

Degree: EdD, Leadership Studies, 2009, Bowling Green State University

► The purpose of this correlational research study was to examine if student… (more)

▼ The purpose of this correlational research study was to examine if student and institutional characteristics as well as involvement factors influence minority medical students' intent to remain and which factors best predict the intent to remain at their academic medical institution (AMI). The online, 26-item Minority Medical Student Retention Questionnaire was administered to the Student National Medical Association (SNMA) students and assessed if the independent variables defined as student background characteristics and environment institutional characteristics (variables occurring between AMIs, variables occurring within AMIs, and intermediate educational outcomes) as well as student-to-faculty, student-to-student, and student-to-student group affiliation involvement factors predict intent to remain. Likert scales, time frame options, drop down options, and open-ended answer options were utilized. Of the 3,024 SNMA members solicited for a response, 317 individuals completed surveys and were utilized, demonstrating a response rate of 10.5%. Astin's involvement theory provided the study's theoretical framework and Astin's Input-Environment-Output corresponding model was used. Descriptive statistics and a stepwise multiple regression analysis were employed to determine the results of this study. Significant factors predicting intent to remain included the student characteristic of African American cultural background, the intermediate educational outcome of satisfaction with the overall AMI experience, and two combined variables of how often faculty provided medical program guidance and how often students sought a staff mentor. Further regression analysis revealed the best predictor for the student's intent to remain included the two combined variables of chances of satisfaction with the current overall satisfaction with overall AMI experience. Conclusions drawn from these findings lead to further questions concerning variable definitions. Surveying minority medical students throughout their medical school experience and allowing minority medical students to define their own satisfaction will help foster discussion and a positive medical school experience. By increasing satisfaction levels and the intent to remain of minority medical students, the number of minority physicians will increase ultimately positively affecting the health care of the Nation. The researcher provides further discussions and recommendations to the Association of American Medical Colleges, the SNMA, and AMI senior administrators, faculty, and staff. Advisors/Committee Members: Jackson May, Judy.

Subjects: African Americans; Education; Health care; Health education; Higher education; Hispanic Americans

Keywords: retention; medical school; African American; minority; SNMA; medical college; satisfaction; involvement theory; I-E-O Model; regression; correlation; student; leadership; Astin

19. Greicar, Margo B. The Professional Preparation of Academic Deans.

Degree: EdD, Leadership Studies, 2009, Bowling Green State University

► The purpose of this causal-comparative study was to investigate the preparation of… (more)

▼ The purpose of this causal-comparative study was to investigate the preparation of 310 academic deans at four-year public and private higher education institutions in the United States. The 21-item Professional Preparation of Academic Deans Questionnaire (PPADQ) was administered online and determined the types of preparation methods that academic deans experienced and which preparation methods they perceived to be the most beneficial. The study also investigated demographic differences (e.g., gender, race/ethnicity, years as an academic dean) among academic deans and their perception of how each method contributed to their preparation and to the leadership dimensions essential to the academic dean position. Heck, Johnsrud, and Rosser (2000) provided the framework for defining the leadership dimensions. Of the 1,185 surveys distributed, 310 were submitted yielding a response rate of 26.2%. T-tests and ANOVAs revealed demographic group differences in preparation methods experienced and preparation methods contributing to the overall effectiveness as well as the seven leadership dimensions.The conclusions from the study include: (1) informal methods such as on the job training and informal mentoring were the most common for an academic dean's preparation, (2) female and non-White academic deans were more likely to participate in more formal preparation methods, and (3) more formal preparation methods were more beneficial to females, non-Whites, and academic deans with more years of experience. Findings present an understanding of how academic deans are prepared for their positions, which preparation methods are most beneficial to their overall effectiveness, and which methods contribute most to the leadership dimensions of the deanship. The results of this study may benefit higher education institutions as they seek to increase the effectiveness and retention of academic deans. The researcher offers other explanations and suggestions regarding the findings from this study that may be valuable in better preparing and retaining academic deans in higher education. Advisors/Committee Members: Vannatta, Rachel A.

Subjects: Higher education

Keywords: academic deans; preparation methods; leadership; higher education; perceived benefits; on the job training; mentoring; gender; race; professional training programs

20. Grilliot, Jeffrey M. GRATZ V. BOLLINGER AND GRUTTER V. BOLLINGER: A CASE STUDY.

Degree: EdD, Leadership Studies, 2007, Bowling Green State University

► The purpose of this study was to understand why the affirmative action… (more)

Subjects: Law; Education, Higher

Keywords: Affirmative Action; Gratz; Grutter; Law; History; Race; Admissions

21. Gunner, James P. ONE-TO-ONE LAPTOP INITIATIVES: POWERFUL HUBS OF A DISTRIBUTED STUDENT LEARNING NETWORK?.

Degree: EdD, Leadership Studies, 2007, Bowling Green State University

► Recently many school districts have implemented one-to-one laptop programs where a group… (more)

Keywords: Technology; Laptops; One-to-One; Social Network Theory; Personal Learning Networks; Transformational Leadership

22. Harrison, Sarah M. An Examination of Evaluation Plan Quality in Human Service Nonprofit Organizations.

Degree: EdD, Leadership Studies, 2009, Bowling Green State University

► The purpose of this correlational study was to examine the relationship between… (more)

▼ The purpose of this correlational study was to examine the relationship between organization size, size of funding allocation, type of human service organization, organization staff position responsible for the evaluation plan and evaluation plan quality in human service nonprofit organizations in Ohio. Evaluation plan quality was assessed by using the Program Accountability Quality Scale (PAQS). This study utilized archival data from 125 human service nonprofit organizations collected by a United Way organization to examine factors related to evaluation plan quality.The research findings demonstrated that evaluation plan quality did not relate to organization size. Therefore, although there were differences in relation to financial resources between the organizations it did not impact evaluation plan quality. In regard to the relationship between size of funding allocation and evaluation plan quality, the activities and outputs subscales resulted in lower quality scores for organizations that received smaller funding allocations when compared to those organizations that received the largest funding allocations. This study demonstrated some significant differences between type of human service organization and evaluation plan quality. While this study contributed to the literature regarding the role and use of evaluation efforts in the nonprofit sector, future research is warranted. The following conclusions were drawn from this study that examined the relationship between evaluation plan quality and organization factors: 1) the size of the human service organization was not related to evaluation plan quality, 2) while the results of the relationship between funding allocation and evaluation plan quality varied, it did appear that on a few of the measures organizations that received less funding exhibited lower quality evaluation plans, 3) there were some significant differences between some types of human service organizations and evaluation plan quality and 4) there is a critical need for further research to understand evaluation systems utilized by nonprofit organizations. Advisors/Committee Members: Zimmerman, Judith.

Subjects: Business community; Social research

Keywords: nonprofit; evaluation; human service; funding; outcome measurement; evaluation plan; quality

23. Hastings, Tricia A. Factors that Predict Quality Classroom Technology Use.

Degree: EdD, Leadership Studies, 2009, Bowling Green State University

► Despite technological advancements intended to enhance teaching and learning in the 21st… (more)

▼ Despite technological advancements intended to enhance teaching and learning in the 21st century, numerous teacher and school factors continue to impede quality classroom technology use. Determining the effectiveness of educational technology is challenging and requires a detailed understanding of multifaceted, complex, contextual relationships. The purpose of this correlational study was to identify factors that predict quality classroom technology use and inform educators about effective technology integration.The researcher analyzed both Technology-Related (Risk-taking Behaviors and Comfort with Technology, Perceived Benefits of Using Technology in the Classroom, Beliefs and Behaviors about Classroom Technology Use, Teacher Support for Technology Use, Teacher Technology Proficiency, and Technology-Related Professional Development) and Non-Technology-Related (Teacher Self-Efficacy, Teaching Philosophy, Teaching Professionalism: Hours Beyond Contract, and Teaching Professionalism: Years Teaching Experience) variables in regard to Teacher, Student, and Overall Technology Use. Five research questions were developed to investigate factors of quality classroom technology use. This study relied primarily upon two frameworks to identify factors that predict and a method of measuring quality classroom technology use. Technological Pedagogical Content Knowledge (TPCK) is a conceptually-based theoretical framework for understanding the complex relationships between Technology, Pedagogy, and Content that pertain to classroom technology use. In addition, the study also utilized a framework, the Tiers of Technology Integration into the Classroom Indicators (TTICI), which was developed by the Washington State Technology Integration into the Curriculum Working Group (2005). The researcher applied the TTICI framework in order to generate technology integration scores, based upon levels (low, moderate, high) of quality classroom technology use. Two online surveys were administered to 280 K-12 public school teachers in Northwest Ohio. Descriptive statistics were calculated for all five research questions and inferential statistics, including correlation and multiple regression, t-test of independent samples, and an ANOVA were calculated for research questions 3-5. The study revealed that Technology-Related factors generated better models in predicting technology use than Non-Technology-Related factors. The factors that best predict weighted technology use were: 1) Beliefs and Behaviors about Classroom Technology Use; 2) Technology Proficiency in Productivity Software, and 3) Perceived Benefits of Using Technology in the Classroom. A few, culminating themes have emerged from the literature review and data analysis of the results. The study concludes that: 1) teachers, in general, are still not using technology effectively; 2) technology-related professional development is essential to promoting quality technology use; 3) measuring classroom technology use is a complex, multifaceted process; and 4) educators must become reflective practitioners in an effort to promote quality classroom technology use. Advisors/Committee Members: Reinhart, Rachel Vannatta.

Subjects: Education; School administration; Teaching; Technology

Keywords: technology; quality; teacher technology use; technology integration; predict; proficiency; professional development; self efficacy; professionalism; education

24. Hill, Petrina D. An Examination of the Impact of the IEP Team Composition and Transition Planning Upon the Success of Students with Disabilities in Urban Districts.

Degree: EdD, Leadership Studies, 2010, Bowling Green State University

► The primary purpose of this correlational study was to examine the impact… (more)

▼ The primary purpose of this correlational study was to examine the impact of IEP team composition (team member attendance) and transition planning (types of transition outcomes) upon the success (graduation) of students with disabilities in urban districts. Other factors also included gender, academic status of school, socioeconomic status of the students, and age of students at graduation. Transition is defined as the point at which change occurs in somebody’s life (Cimera & Rusch, 2000). All humans are affected or impacted by transitions occurring in their lives. Some researchers agree that transition for students with disabilities can be more difficult than transition for students without disabilities, reflecting the need for the participation of students with disabilities in their IEP development specifically transition planning (Cimera & Rusch, 2000; Furney & Salembier, 2000; Gargiulo, 2003; Kohler & Chapman, 1999; Martin, Marshall & Sale, 2004; Patton, 2004; Trach & Sheldon, 2000; Wagner & Blackorby, 1996). Furthermore, planning and implementing transition services for students with disabilities is mandated by federal law. The evidence of transition planning is the development of the transition page of the student’s individual education plan (IEP). Every sixteen year old student with disabilities should have a transition page developed and incorporated into the IEP and every fourteen year old student with disabilities should have a statement of needed transition services incorporated into the IEP. The development of the transition page is critical because the goals of these transition services address the following areas: instruction, community service, employment, and other adult-living objectives (Yell, 2006). The achievement of these transition goals translates to a better quality of life in adulthood for students with disabilities (Gargiulo, 2003). For example, Benz, Lindstrom, and Yovanoff (as cited in Conderman & Katisyannis, 2002) identified that career-related work experience and the completion of student-identified transition goals were highly associated with improved graduation and employment outcomes. Furthermore, IDEA 2004 (IDEIA) requires IEP teams to prepare recommendations and a summary of the student’s academic achievement and functional performance, which includes recommendations on how to assist the student to meet postsecondary goals (IDEA, 20 U.S.C. sec. 1414(e)(5)(B)(ii)). Likewise, research indicates the need for comprehensive transitional planning with a broad focus (Childre & Chambers, 2005; The PACER Center, 2006; Warger & Burnette, 2000). The primary independent variables (IEP team composition, the number of transition outcomes present, and the type of transition outcomes present) demonstrated statistical significance as indicated by an increase in the number of transition outcomes when parents and students are present at the IEP conferences and by the increase in the types of transition outcomes included in the discussion during transition planning. These results may direct future research. Particularly, a relationship exists between parent presence, administrator presence, and student presence at the IEP conference and the number of outcomes present in the IEP; student presence at the annual IEP conference and graduation; parent presence and types of transition outcomes (independent living and community service) and student presence and types of transition outcomes during the eleventh grade year. Advisors/Committee Members: May, Judith Jackson.

Subjects: Education; School administration; Secondary education; Special education

Keywords: special education; transition planning; IEP; IDEA; urban education; graduation; disability

25. Hollinger, Jamie L. The Relationship between Students' Reading Performance on Diagnostic Assessments and the Third Grade Reading Achievement Test in Ohio.

Degree: EdD, Leadership Studies, 2009, Bowling Green State University

► The purpose of this correlational study was twofold: to examine the relationship… (more)

▼ The purpose of this correlational study was twofold: to examine the relationship of students' reading performance on six different diagnostic reading assessments and the third grade Ohio Reading Achievement Test; and to assist educators in choosing the diagnostic assessments that best identify students at risk of failing the third grade Ohio Reading Achievement Test so early reading intervention can be implemented. The six diagnostic reading assessments analyzed were (1) kindergarten KRA-L (Kindergarten Readiness Assessment-Literacy); (2) first grade Ohio Reading Diagnostic Test; (3) first grade DIBELS (Dynamic Indicators for Basic Early Literacy Skills) Oral Fluency subtest (ORF); (4) second grade Ohio Reading Diagnostic Test; (5) second grade DIBELS ORF; and (6) third grade DIBELS ORF. The sample included 49 third grade students in a rural Ohio public elementary school.Four research questions and Chall's (1983) theoretical literacy framework guided the examination of student literacy data. Pearson Correlation Coefficient revealed that the second grade Ohio Reading Diagnostic Test and second grade DIBELS ORF had the strongest correlations with the third grade Ohio Reading Achievement Test. The correlations of third grade DIBELS fluency assessment and first grade DIBELS ORF with the third grade Ohio Reading Achievement Test were weak and had no predicative ability or value. The strongest significant predictive models were the third grade DIBELS ORF and second grade Ohio Reading Diagnostic Test. The strongest early assessment predictive model was the KRA-L. The second grade DIBELS ORF was a significant predictive model for male and middle/high socioeconomic participants. The second grade Ohio Reading Diagnostic Test was a significant predictive model for female and low socioeconomic participants. Finally, significant regression equations were created for the KRA-L, first grade and second grade Ohio Reading Diagnostic Test, and second grade DIBELS ORF. The six diagnostic assessments better served different populations of students. There was great variability in predictive ability and correlations. Schools should select the most appropriate diagnostic assessments to monitor literacy progress based upon the unique student population. To become more precise, different diagnostic assessments should be administered on an individualized basis, dependent upon student subgroups of SES, gender, and students with IEPs. Advisors/Committee Members: Reinhart, Rachel Vannatta.

Subjects: Education; Elementary education; Literacy; School administration

Keywords: reading; diagnostic assessment; emergent literacy; DIBELS; kindergarten readiness; reading achievement; correlation

26. Hoover, Kristine F. Values and Organizational Culture Perceptions: A Study of Relationships and Antecedents to Managerial Moral Judgment.

Degree: EdD, Leadership Studies, 2010, Bowling Green State University

► “At this moment, America's highest economic need is higher ethical standards….” (Former… (more)

▼ “At this moment, America's highest economic need is higher ethical standards….” (Former U.S. President George W. Bush, 2002). That statement was made in the aftermath of the Enron and WorldCom fiascos in the early 2000s. Seven years later, newly elected U.S. President Obama (2009) said in his inauguration speech “Our economy is badly weakened, a consequence of greed and irresponsibility on the part of some, but also our collective failure to make hard choices and prepare the nation for a new age.” There is a repeated calling to increase the understanding of how to make “hard choices.” It is the leadership of an organization that is one of the most important components of an organization's ethical culture (Brown and Treviño, 2006; Treviño, 1990) and researchers have called for additional studies “to identify the factors that influence the levels of moral judgment used in the workplace” (Loviscky, Treviño, and Jacobs, 2007, p.276).The purpose of this study was to explore the relationships between values, organization culture perceptions, and managerial moral reasoning. Data for this study were collected from 100 managers from a variety of industries and organizations through an online survey. Using a Likert-scale, the Schwartz Values Survey (SVS) (Schwartz, 1992) measured four meta-values and ten value types. A 12 item version of the Likert-scale Competing Values Framework (CVF) (Quinn and Rohrbaugh, 1983) was used to measure four different organization culture perceptions. Cognitive moral development was assessed by the Managerial Moral Judgment Test (MMJT) (Loviscky, Treviño, and Jacobs, 2007) which determined levels of moral reasoning using six workplace scenarios asking respondents to make a decision and then both rate and rank the decision criteria. Respondents also provided demographic data (industry, organization size, managerial level, gender, and year of birth). This study provides a contribution to the understanding of the variables that impact the level of moral reasoning in the workplace. Statistically significant results were found, however, the magnitude of importance for the results when interpreting effect size was generally low. Significant correlations were found between cognitive moral development and two meta-values (conservation and self-transcendence), two value types (tradition and benevolence), and one organization culture perception (hierarchy). In addition, several regression models were developed that included meta -value, value type and organization culture perception variables predicting cognitive moral development. The result with the greatest practical significance for organizations was the regression model where hierarchy culture, achievement and power were combined (R2=.192). In this condition, organizations with hierarchy cultures and managers who value achievement and power, organizations are predicted to see lower levels of managerial moral reasoning at play. Finally, distinct group differences emerged from studying gender, industry, and organization size. There were 17 group differences found in the study. Only one gender difference was found and only one group difference was found between age groups. However, eight group differences were found when industry was analyzed and seven group differences were found when organization size was considered. No group differences were found in the analysis of managerial level. This study raises additional questions about the antecedents to managerial moral reasoning in the workplace as well as group differences. Further research is needed to explore if and how additional variables beyond values and organization culture impact moral reasoning at work as we strive to better understand managerial moral judgment. Advisors/Committee Members: Reinhart, Rachel Vannatta.

Subjects: Management; Organization theory; Organizational behavior

Keywords: Schwartz Values Survey; Competing Values Survey; Managerial Moral Judgment Test; business ethics; moral reasoning; cognitive moral development; organizational culture; correlation; multiple regression; group differences

27. Kirkland, Kim D. Academic Honesty: Is What Students Believe Different From What They Do?.

Degree: EdD, Leadership Studies, 2009, Bowling Green State University

► Incidents of academic misconduct are not only prevalent, but are now sharing… (more)

▼ Incidents of academic misconduct are not only prevalent, but are now sharing the headlines alongside business and political scandals. Gaps and lapses in professional judgment and personal moral standards are problematic in many segments of society and have undoubtedly influenced the high levels of cheating in higher education among college students. This study examined, through an adaptation of McCabe's and Josephson's work on academic integrity, the beliefs and experiences toward academic misconduct of undergraduate and graduate students enrolled at Midwestern State University. Specifically, this study examined students' ethical beliefs, types of academic misconduct, frequency of academic misconduct, perceived seriousness of academic misconduct, students' level of familiarity of the University's Academic Honesty Policy (AHP), and each of these variables across demographic characteristics. Findings indicate that undergraduate students engage in misconduct more often than graduate students do; they see it more often, too. Older students report the various types of misconduct as more serious than the younger students do. Women report academic dishonesty as more serious than men do. On a list of 26 types of misconduct, undergraduate students have engaged in all 26; graduate students in 25. At the same time, they report nearly all of the 26 as "serious" or "moderately serious" forms of cheating. Over half of the 1853 participants reported that cheating has become a cultural norm in our society. Almost half reported that successful people do what they have to do to be successful, even if it involves cheating. Almost 15% of the survey respondents reported that they did not respond to the survey with complete honesty. And while 62.4% of the participants indicated that they witnessed academic misconduct, only 4.8% have reported it. Implications for policy and practice were presented, including an approach that shifts from enforcement when students collaborate when unauthorized to embedding the practice of collaboration and teamwork into the curriculum as well as the academic culture of the institution. The problem is not the existence of an academic honesty policy, but that we only reflect upon it when a problem arises. Another recommendation for limiting academic misconduct is for faculty to initiate discussions of academic honesty as well as policy implications that begin to instill in students respect for honest and appropriate behavior. Moreover, both students and faculty should initiate discussions that emphasize ethical and principled intellectual pursuit, consistent with the core values of the University, and denounce dishonest academic pursuits. Advisors/Committee Members: Pauken, Patrick D.

Subjects: Education; Higher education; Management; Organizational behavior

Keywords: academic honesty; academic misconduct; cheating; plagarism; ethics; policy; leadership; moral development; values; integrity; chi-square

28. Krebs, Marjori Maddox. Service-Learning: Motivations for K-12 Teachers.

Degree: EdD, Leadership Studies, 2006, Bowling Green State University

► The purpose of this dissertation is to describe the essence of the… (more)

▼ The purpose of this dissertation is to describe the essence of the service-learning experience for K-12 teachers in central and northwest Ohio, specifically exploring teacher motivations for initiating service-learning in the classroom. Service-learning is defined as an educational methodology that incorporates student preparation, service to the community, and reflection, with links to the academic curriculum (Billig, 2002). There are six guiding questions that direct this study: a) How do teachers understand and describe their experiences in implementing service-learning projects? b) What motivates teachers to initiate service-learning experiences for their students? c) What benefits, if any, do teachers derive from their service-learning experiences? d) What, if any, academic student benefits do teachers perceive resulting from service-learning experiences? e) What, if any, personal student benefits do teachers perceive resulting from service-learning experiences? and f) What role does administrative leadership play in aiding teachers in sustaining service-learning experiences for their students? This is a phenomenological study. The co-researchers of this study were seven K-12 teachers in central and northwest Ohio who had implemented service-learning in their classrooms in the 24 months prior to the study. I interviewed each co-researcher, transcribed each interview, and used the Stevick-Colaizzi-Keen Method of Analysis of Phenomenological Data for data analysis. Three major themes emerged to describe the essence of implementing service-learning from the K-12 teacher’s perspective: a) Connections, b) Resonation in the Heart of the Teacher, and c) The Right Fit with a Teacher’s Philosophy and Teaching Style. Connections explains the extreme importance of creating, maintaining, extending, and nurturing connections between teachers and other people with whom they work, between teachers and their students, between teachers and other teachers, between the different areas of the curriculum, and between teachers and members of the community-at-large. The second emergent theme is Resonation in the Heart of the Teacher, which involves a deep, personal belief about the importance of making a positive difference in the world, and teaching this belief to students. The third emergent theme is The Right Fit with Teaching Philosophy and Teaching Style, which explains the importance of creating a well-balanced, harmonious relationship between service-learning and a teacher’s philosophy about teaching involving being centered on the students themselves, not just the content, and a teacher’s experiential teaching style. Advisors/Committee Members: May, Judy Jackson.

Keywords: Service-learning; Community service; K-12 teachers; Teacher motivation; Classroom practices; Interview; Curriculum; Student benefit; Teacher benefit; Student academic benefit; Student personal benefit; Administrative leadership; Experiential learning

29. Latendresse, Frank J III. INDIVIDUAL AND ORGANIZATIONAL CHARACTERISTICS THAT FACILITATE AND RESTRICT BOUNDARY SPANNING OF TEAM LEADERS.

Degree: EdD, Leadership Studies, 2006, Bowling Green State University

► The purpose of this study was to identify the personal and organizational… (more)

▼ The purpose of this study was to identify the personal and organizational characteristics that facilitate and restrict boundary spanning (BS) of external leaders. The study was a two-phase sequential exploratory mixed-method study. The first phase examined the relationship between boundary spanning and emotional intelligence (EI) of external team leaders. Through interviews, the second phase explored individual and organizational characteristics that facilitate or restrict boundary spanning in external team leaders who scored differently on boundary spanning than predicted based on emotional intelligence scores. Bivariate regression and correlation showed that boundary spanning is strongly related to emotional intelligence. Three external leaders were selected for Phase II because they had nearly the same EI alignment scores but very different BS alignment scores. I wanted to know why, if EI and BS have such a strong relationship, the BS scores of these three leaders were so different. Qualitative data from 14 interviews revealed that leader distance and need are both facilitators and restrictors of boundary spanning. Boundary spanning is not just something that the leader does for the team. Boundary spanning is important based on an individual’s need. If the need is low, the leader would offer less help and, therefore, the appraisal of the leader’s boundary spanning would be lower. Also, the leader must understand when there is a need and how to react to the need by offering the appropriate help for the appropriate duration. The ability of the leader to understand the need of the team members requires relationship building. Relationship building is made easier when the leader distance (physical proximity, social distance, and perceived occurrence interval) is low. As emotional intelligence increases, so does the ability to recognize and utilize need and distance to span the boundary for the team. Boundary spanning is important on both individual and organizational levels. Organizations must learn to set the environment to facilitate boundary spanning as a valued part of the culture. Individuals must increase their own level of boundary spanning awareness and practice so that as superiors, as external leaders, or as team members they can reduce leader distance, understand need, and negotiate the most effective individual and team relationships for high performance. Advisors/Committee Members: Patrick D. Pauken, Mark A. Earley.

Keywords: Leadership; Boundary Spanning; Emotional Intelligence; Need; Leader Distance; Social Network; Project Management; Team; External Leader; Teamwork; Team Leader; Collaboration; Mixed Method; Multiple Method; Correlation; Case Study; Leader

30. Latta, Marcia Sloan. CHARACTERISTICS AND MOTIVATIONAL FACTORS OF MAJOR DONORS TO BOWLING GREEN STATE UNIVERSITY.

Degree: EdD, Leadership Studies, 2010, Bowling Green State University

► With declining state support, increased financial need on the part of the… (more)

▼ With declining state support, increased financial need on the part of the fastest growing demographic sections of the population, and public policy that discourages major increases in tuition for public higher education, the only logical source of additional finances for public colleges and universities is increased private funding through philanthropic contributions. The purpose of the present study was to examine what motivated individuals to make major gifts of $25,000 or more to the Bowling Green State University (BGSU) Building Dreams Centennial Campaign, and to identify the characteristics of these donors. Data were collected from the Building Dreams Campaign Survey, which was sent to all 310 individuals who gave $25,000 or more. A total of 58% of those contacted responded to the survey. The survey solicited feedback on the size of the campaign gift, motivations for making the gift, and demographic data such as household income, geographic location of home, whether or not the individual was an alumnus, length of time he or she had been a donor to BGSU, gender, and age. To determine whether each participant had served on a volunteer board at BGSU, and if so, which one(s), information was obtained through the Office of Alumni and Development database, which is the database of record for university board service. The first research question asked: Does the amount of the major gift differ by age, geographic region, and gender? The results showed that there is a significant difference by age, with donors in the 70-79 years of age category giving the most, and also by gender, with men giving more than women. There was not a statistical significance in giving by geographic region. The second research question asked: Does the amount of major gift differ by the presence of motivational factors? Respondents were given 20 different possible motivational factors and were allowed to choose as many of them as they wished. Only one of these factors was significantly related to the amount of the gift. The factor of Being Asked was negatively related to the amount of the gift. Research question three asked: Does serving on a voluntary board at the university impact the amount of gift? The results showed that there was a positive relationship between serving on a board and the size of gift, and that those who served on the Board of Trustees or Foundation Board gave significantly more than those who served on other boards at the institution. The fourth research question asked which motivational factors and demographic variables best predict the amount of gift. The variables entered into the equation were Income, Leaving a Legacy, Age, Identification with a Project, and Board Participation. Income accounted for the greatest amount of variance in the amount of giving. Findings from the study can assist university administrators, development professionals and researchers interested in philanthropic giving obtain a better understanding of the characteristics and motivations of potential major donors. Ultimately, this knowledge can better utilize both human and financial resources in development offices in higher education, by helping development officers to identify and develop relationships with potential donors, determine which individuals to consider for board service, and ultimately, asking them for donations. Advisors/Committee Members: Pauken, Patrick.

Subjects: Education; Education history; Higher education

Keywords: major giving motivations; non-profit board governance; fundraising; higher education; development; advancement; philanthropy; philanthropic campaign; university; college

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