Department: EDU Policy and Leadership ![[clear]](close-x.png "Remove this limiter")
155 matches in the database.
These are records: 1 - 30.
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2.
Amador, Adrienne A.
A Quantitative Analysis of The Kenyon Education Enrichment Plan.
Degree: MA, EDU Policy and Leadership, 2012, Ohio State University
► Kenyon College is a small, private liberal arts institution that prides itself…
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▼ Kenyon College is a small, private liberal arts institution that prides itself on the recruitment and retention of diversity students. In order to improve upon recruitment and retention strategies of diversity students, Kenyon designed and implemented a 6-week long, intensive summer bridge program beginning in the summer of 2007. In this study, a quantitative analysis of the program is conducted in order to determine whether students participating in the program are more successful at the College through measures such as first-year grade point average, retention, and persistence. Though each summer cohort is no more than 12 students, which means sample size prevents generalizability, the strength of the internal validity makes this study worthwhile. Due to the small number of participants, however, results of the quantitative study were mostly inconclusive with the exception of students coming from African American descent. African American students who participated in the program had much higher grade point averages than those who did not participate in the program. Additionally, retention rates were higher among program participants than non-participants, but persistence rates were higher among non-participants. Further research is definitely suggested and should include qualitative as well as quantitative measures.
Advisors/Committee Members: D'Agostino, Jerome.
Subjects: Higher Education
Keywords: Achievement Gap, Bridge Program, College Success
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3.
Anderson, Maria Alana.
Implicit Inclusion Is Not Enough: Effectiveness of Gender Neutral Housing Policies on Inclusion of Transgender Students.
Degree: MA, EDU Policy and Leadership, 2011, Ohio State University
► Increasingly discussions about gender neutral housing policies are beginning on campuses of…
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▼ Increasingly discussions about gender neutral housing policies are beginning on campuses of higher education around the United States. Currently there is a dearth of information on how to begin drafting such a policy and no standards exist to consult for the comprehensiveness of a policy. Administrators interested in creating these policies must take into account a variety of factors, both logistical and ethical when creating a gender neutral housing policy. This study utilizes a single-site case study methodology to understand the process two administrators underwent at one institution as they attempted to implement a policy of Mixed Gender Housing at their university. This study found that the need for explicit inclusion of transgender students in the verbiage of a policy is essential in order to promote a campus community that is supportive of providing transgender students with on-campus living environments conducive to their needs. The exclusion of transgender students from policy discussion such as this institutionalizes and reinforces campus-wide transphobia, and perpetuates an essentialist understanding of gender identity as a dichotomy.
Advisors/Committee Members: Jones, Susan.
Subjects: Educational Leadership; Gender; Gender Studies; Higher Education; Higher Education Administration
Keywords: gender neutral housing; transgender students; inclusion; residence halls; policy making
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4.
Angelone, Lauren.
Theorizing Subjectivity, Agency and Learning for Women in New Digital Spaces.
Degree: PhD, EDU Policy and Leadership, 2011, Ohio State University
► This dissertation is the result of a small ethnographic study of the…
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▼ This dissertation is the result of a small ethnographic study of the blogs of women in graduate school. As a virtual ethnography, this study brought together current blog posts, archival data, email interviews, email conversations, comments of third parties, online field notes and a plethora of missing data. Using a poststructural framework, it examines the ways in which learning, subjectivity and agency are both constructed for and produced by the participants in the space of the blog. At the same time, it explores the genre of virtual ethnography as a method well suited to poststructural epistemology, incorporating difficult data, missing data and data-analysis, such as art, nonfiction and fiction writing. This project presents conceptualizations of learning, subjectivity and agency in the virtual space for women as a reworking of discourses with possibilities for a different kind of being. Cyborg learning and the metaphor of the blog as clone are two of the possibilities explored in this dissertation.
Advisors/Committee Members: Lather, Patricia.
Subjects: Education; Educational Technology
Keywords: subjectivity, agency, blogs, learning, gender, technology, education
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5.
Arias, Simone R.
Conceptualizing global world history : a study of participants at the Aspen World History Institute 1996.
Degree: PhD, EDU Policy and Leadership, 1999, Ohio State University
► "Conceptualizing and Implementing Global World History" is a study designed to combine…
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▼ "Conceptualizing and Implementing Global World History" is a study designed to combine scholarship in world history and education to improve world history education for the twenty-first century by reconceptualizing the Western Civilization and Area Studies approaches for a new form of global world history.The study was conducted at the Aspen World History Institute in 1996, and included five secondary teachers, including the two directors, and four college history professors, and seven guest speakers at the Institute. A qualitative study using Lincoln and Guba's interpretist paradigm and Strauss and Corbin's grounded theory informed the study to allow the participants to define the practical elements associated with the conceptualization and implementation of global world history in secondary and college settings.The study attempted to identify aspects of global world history relative to content and pedagogy. Eight categories regarding world history content emerged in the data analysis: new conceptualizations of world history, new roles of regional studies, prominence of comparative history, inclusion of gender history, global citizenship education, geography and environmental studies, thematic and interdisciplinary approaches and new periodizations. It employs a non-centered approach, which narrates historical events from multiple perspectives emphasizing social and cultural history. Regional histories provide a depth of historical content that are then compared to place them in a broader context. Cross cultural contexts provide a means to examine images of Western and non-Western experiences and their connections. Geographical knowledge further explains the interconnectedness of the continents. Eurocentric terms such as "Middle East" and time designations such as "B.C." and "A.D." and the nature and relevance of periodizations are examined. Citizenship is seen through ethnic identity, national identity, and more universal human concerns. Furthermore, it recognizes the complexity of such issues as peace and security and environmental concerns, which transcend political boundaries and call for a collaborative effort to resolve. The broad based scholarship of William Mc Neill, L.S. Stavrianos, Eric Wolf, Janet Abu-Lughod, and Immanuel Wallerstein, and Jerry Bentley provide examples of global approaches and connections across time and space. In addition to encouraging scholars to explore themes in history, students also play an active role in their learning, partly through the application of disciplinary skills. However, to do this with credibility, students in teacher preparation programs and secondary students will need ongoing opportunities to develop their skills and knowledge through course work in Western and non-Western history that offers a depth and breadth about political, economic, cultural, social, and geographical and environmental aspects of history.
Advisors/Committee Members: Remy, Richard C.
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10.
Barta, Barbara Lynn Rice.
Certified Nurse Educators: Espoused and Enacted Teacher Beliefs and the Role They Play in Understanding Relationship with Nursing Students.
Degree: PhD, EDU Policy and Leadership, 2010, Ohio State University
► The purpose of this qualitative study was to explore the espoused and…
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▼ The purpose of this qualitative study was to explore the espoused and enacted teacher beliefs of certified nurse educators and to identify the role that those beliefs play in the understanding of relationship with nursing students. Teacher beliefs of primary and secondary teachers have been studied and reported in the literature for over 30 years. However, knowledge about teacher beliefs of nurse educators is underrepresented in both nursing and education literature. A multiple case study approach was used for the research. Four case study subjects, representing at total of 68 years of teaching experience, were selected from a group of educators who have earned recognition of teaching expertise through the National League for Nursing as certified nurse educators (CNE). Data were collected through interviews and videotaped classroom observations with the participants over a period of two academic terms. Data were examined through the process of multiple codings and cross case analyses. Theories of teacher self-efficacy, teaching and learning, and student-teacher relationships provided the framework for coding data, reporting results, and drawing conclusions. Certified nurse educators in this study expressed teacher self-efficacy in the development and delivery of instructional pedagogy in their self-identified roles in teaching, but negative efficacy about the ability to engage nursing students in the pedagogy. Beliefs about student responsibility in learning, about priorities in teaching subject matter and knowledge about the craft of teaching became evident. Participant certified nurse educators feel efficacious in developing relationship with students. Results indicate that their personal prelicensure education experiences underpin their development of relationships with nursing students. Unexpected teacher beliefs emerged from this study related to the role of human patients in the timing of teaching moments in clinical settings and in the participants’ perceptions of difference between themselves and their colleagues. This study produced a broad, descriptive look at espoused teacher beliefs of certified nurse educators. Results indicate enacted beliefs are congruent with espoused beliefs. Future study is needed to explore these beliefs in depth and to compare the beliefs of certified and non-certified nurse educators.
Advisors/Committee Members: Woolfolk Hoy, Anita.
Subjects: Education; Educational Psychology; Nursing
Keywords: teacher beliefs; nursing education, certified nurse educators; student-teacher relationship; teacher self-efficacy
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11.
Beese, Elizabeth Brott.
A vision of the curriculum as student self-creation: A philosophy and a system to manage, record, and guide the process.
Degree: MA, EDU Policy and Leadership, 2012, Ohio State University
► This thesis draws upon the interrelated philosophies of constructivism, individualism, self-creation, and…
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▼ This thesis draws upon the interrelated philosophies of constructivism, individualism, self-creation, and narrative identity, to propose a radically liberated and individualized vision of the curriculum. The curriculum is re-framed, here, not as a culturally-prescribed canon of important knowledge and skills, but as a process of aided student self-creation toward their own projected professional and social identities. Finally, a system – with applications of emerging technologies and descriptions of interfaces – is tentatively suggested, towards the aim of recording, managing, and guiding such a profoundly individualized curriculum.
Advisors/Committee Members: Warnick, Bryan.
Subjects: Education Philosophy
Keywords: learning pathways; self-directed learning; self-creation; narrative identity; aspirational identities; student-set goals; student agency; individualizing the curriculum; learning management systems; data-mining in education; computerized student guidance
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12.
Blevins, Dawn M.
New Directions in Citizenship Education: Globalization, State Standards and an Ethical/Critical Social Studies Curriculum.
Degree: PhD, EDU Policy and Leadership, 2011, Ohio State University
► This dissertation is a result of the study of the citizenship standards…
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▼ This dissertation is a result of the study of the citizenship standards in the K-12 social studies standards documents of ten U.S. states. As a qualitative textual study, it considers the content of the standards in light of recent thinking in the field of citizenship studies. Through discourse analysis it examines the emergence of global citizenship discourse in the standards as well as other traditional and emergent citizenship discourses. It employs discourse mapping as an analytical tool for reading the vision of citizenship that is presented by the standards. A governmentality framework is used to understand how standardization works to limit citizenship possibilities for students. It draws upon Foucault’s notion of care of the self to conceptualize an ethical/critical social studies curriculum. This project is informed by postmodern theories of citizenship and imagines how these might be useful in creating a more robust and democratic citizenship education.
Advisors/Committee Members: Lather, Patti.
Subjects: Education
Keywords: state standards; social studies education; citizenship education; governmentality; care of the self
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16.
Childers, Sara Melissa.
On Their Own Terms: Curriculum, Identity, and Policy as Practice in a Successful Urban High School.
Degree: PhD, EDU Policy and Leadership, 2010, Ohio State University
► This dissertation is the result of a year-long ethnographic case study of…
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▼ This dissertation is the result of a year-long ethnographic case study of a nationally ranked high-performance, high- poverty college preparatory public high school in Ohio. As a multi-sited qualitative study, it brings together field work, interviews, and focus groups with historical and policy document analysis. Through a sociocultural analysis of policy as practice it examines how a complex set of federal and district policies are negotiated and re-appropriated by critical schooling actors as material practices aimed at supporting equity and excellence in urban student achievement. At the same time by unraveling the discourses that overburden urban educational identity with notions of disadvantage and risk, it uses an analytics of disruption to unfix urban students from these constructions to resituate them as educational agents on their own terms. This project makes apparent that even after Brown v. Board of Education and the No Child Left Behind Act, race continues to matter in school and hopes that bearing witness to such “difficult knowledge” will bring us closer to meeting our expectations for a more just and democratic education.
Advisors/Committee Members: Lather, Patricia.
Subjects: Education
Keywords: sociocultural policy analysis; poststructural theory; critical race theory; feminist theory; curriculum and instruction; race; Brown v. Board of Education; high school; ethnography
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20.
Cunningham, Patricia Frances Rene.
Using a Leadership and Civic Engagement Course to Address the Retention of African American Males.
Degree: PhD, EDU Policy and Leadership, 2011, Ohio State University
► Since the 1970’s retention has been one of the most contested issues…
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▼ Since the 1970’s retention has been one of the most contested issues in higher education; scholars disagree about whether it is a structural, policy, or student life problem. African American males continue to be at the bottom of matriculation, achievement, and graduation rates. Universities have tried a variety of retention methods, mostly concentrating on non-classroom issues. A review of the history of curriculum demonstrates that there is no precedent for incorporating non-cognitive (student life) and cognitive (academic) spheres of the university. A review of the literature on retention in general suggests the need for a more specific approach that takes into account the intersectionality of race, masculinity, and popular culture to better understand the conditions that underlie retention problems for African American men. The centerpiece of the dissertation is the design of a course that integrates academic and student life issues and that is designed specifically for African American male students at Predominantly White Institutions. Materials produced by the students as well as the course itself were evaluated using discourse analysis to assess whether and how this curriculum equipped students with the skills and persistence needed to negotiate university culture. In addition, quantitative reports on retention are included. The research demonstrated that a flexible classroom design can address the complicated issues faced by marginalized students on college campuses. In particular, the course provided evidence of the importance of developing community for marginalized students. Classroom supported student communities mitigate against the isolation students face when they believe they are the only ones experiencing difficulties, whether in the classroom or as part of campus life. The findings incorporate the need for sustainability beyond the classroom as well. Finally, the dissertation argues for using leadership as a framework for such classrooms because it cuts across academic disciplines and provides skills that will be useful for the students in their careers. A detailed description of the class, the syllabus, the assignments, interactions, and discussions is included so that the materials can be replicated for other universities interested in new retention models.
Advisors/Committee Members: Gordon, Beverly.
Subjects: African Americans; Higher Education
Keywords: african american males; higher education; student life; swagger; cool pose; retention
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22.
Dawson, Heather S.
Teachers’ Motivation and Beliefs in a High-Stakes Testing Context.
Degree: PhD, EDU Policy and Leadership, 2012, Ohio State University
► High-stakes testing has created challenges for teachers, administrators, parents, students, and other…
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▼ High-stakes testing has created challenges for teachers, administrators, parents, students, and other related education stakeholders in recent decades (Nichols & Berliner, 2007). While high-stakes tests have a long history (Ravitch, 2009) it was not until No Child Left Behind was signed into law in 2002 that the tests became law for most states (Hursh, 2007). Standardized tests with stakes attached to them (high-stakes tests) follow the prevalent business model for improvement and efficiency (Amrein & Berliner, 2002). There are many concerns associated with testing, including narrowing of the curriculum (Donnelly & Sadler, 2009; Ryan & Brown, 2005), teacher attrition (Darling-Hammond, 2007), invalid test scores (Arenson, 2003; Kleinfield, 2002) student dropout rates (Dobbs, 2003), and increased workload for teachers (Valli & Beuse, 2007) just to name a few. While the literature on the problems with high-stakes testing is bountiful, few studies have examined teacher and student motivation utilizing a theoretically-driven, empirically-designed method. The effects of high-stakes tests on teachers, students, and classrooms is well-known, however the literature lacks empirical work examining motivation specifically within the context of high-stakes tests. The purposes of this study are to examine (1) teachers perceptions of test-related disruptions in the classroom, (2) the amount of stress these disruptions cause them, and (3) how the stress teachers perceive as a result of tests is related to their motivation for teaching. For the purposes of this study, motivation is operationalized using two widely- accepted frameworks: Social Cognitive Theory (specifically Teacher Self-Efficacy) and Self-Determination Theory (specifically teacher autonomy-supportiveness and controllingness). Specifically, the research questions that drive this study are: (1) What is the relation between teachers’ perceptions of stress because of high-stakes tests and their teacher self-efficacy? And (2) What is the relation between teachers’ perceptions of stress because of the test and their autonomy-supportiveness and controllingness? Using a quantitative, online survey, 550 teachers from all 50 states participated in the study. Teachers in this sample represented all grade levels, experience levels, education levels, and all income levels. The survey that the teachers were asked to complete included 6 parts: a basic demographic portion, the Teacher Self-Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001), administered twice, the Perceived Stress due to High-Stakes Tests Scale (Dawson, 2011), the Teacher Autonomy-Control Scale (Dawson, 2011), and the Problems in Schools Questionnaire (Deci, Schwartz, Sheinman, & Ryan, 1981). Results indicated that teachers perceive extreme levels of stress as a result of high-stakes tests. Teacher self-efficacy is predicted throughout the school year by their income level, perceptions of administrative support, and experience level. Test-related disruptions also predicted teacher self-efficacy throughout the school year. Teacher self- efficacy in the weeks leading up to a high-stakes testing event is predicted by perceived stress due to the test, the likelihood that the school is going to pass the test, perceptions of administrative support, and teacher income. Teacher autonomy-supportiveness and controllingness is predicted only by the extent to which a teachers’ evaluation depends upon the students’ test scores. Results, implications, and limitations are discussed.
Advisors/Committee Members: Anderman, Eric.
Keywords: teacher efficacy; high-stakes tests; motivation; stress
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24.
Dickison, Philip DuWayne.
Using Computer-Based Clinical Simulations to Improve Student Scores on the Paramedic National Credenti1aling Examination.
Degree: PhD, EDU Policy and Leadership, 2010, Ohio State University
► There is an impending shortage of paramedics within the United States, complicated…
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▼ There is an impending shortage of paramedics within the United States, complicated by low success rates on the national credentialing examination and decreased access to clinical and field internship opportunities. The use of computer based-clinical simulations within paramedic education has the potential to provide improved access to student-patient interactions and a cost-effective, objectively measured, experiential-learning environment that may improve examination pass rates and ameliorate the paramedic shortage. The primary objective of this study was to investigate differences in scores obtained on the national paramedic credentialing examination associated with use of computer-based clinical simulations, paramedic service type, and gender, after controlling for scores obtained on the national emergency medical technician (EMT) credentialing examination. A secondary purpose was to investigate faculty use of coaching, scaffolding, debriefing, and remediation pedagogies when implementing computer-based clinical simulations. The quantitative research data, provided by the National Registry of Emergency Medical Technicians (NREMT), included 5966 student records completing the national paramedic credentialing examination during the inclusive dates of July 1, 2007 and June 30, 2008. The qualitative research data, provided by Elsevier Inc., producer of a clinical simulation product called Virtual Patient Encounters (VPE), included responses to focus group interview questions from 9 paramedic faculty who used the VPE during the inclusive dates of the study. Major findings of the quantitative analysis of this study included the absence of a significant effect of VPE usage on student examination performance, as well as an absence of significant higher order interaction effects. ANCOVA analysis revealed significant main effects for both service type and gender. Study participants indicating service type as fire-based or gender as male tended to achieve higher scores on the national paramedic credentialing examination, than did those study participants who indicated service type as non–fire-based or gender as female. However, the effect sizes were very small, suggesting little practical significance to these findings. The qualitative analysis of this study revealed paramedic faculty made little, if any, pedagogical changes when implementing the computer-based clinical simulation in the classroom. The lack of improvement in student examination scores is disappointing; however, it is clear that the use of VPE did not degrade student performance. This is an important finding when combined with the evidence that faculty failed to implement the computer-based clinical simulation product as recommended by the developer and failed to utilize the pedagogies necessary for success. This suggests that the use of computer-based clinical simulations may indeed improve student performance, if students are provided with the necessary tools and education to effectively use reflective thinking and faculty use the necessary pedagogies related to technology-based education. The causal comparative nature of the current research suggests that future research in this arena should include a true experimental, balanced design that provides some level of understanding about the causal link between educational practice and educational outcomes. Additional lines of inquiry, such as the theory underlying knowledge creation in simulation environments and the educator’s belief system with respect to educational simulations, are recommended.
Advisors/Committee Members: D'Costa, Ayres.
Subjects: Educational software
Keywords: Computer based clinical simulations; paramedic
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26.
Drotos, Stephanie M.
“Secret Ingredients” in Postsecondary Educational Attainment: Challenges Faced by Students Attending High Poverty High Schools.
Degree: PhD, EDU Policy and Leadership, 2011, Ohio State University
► The importance of college enrollment has surged as degrees have increasingly become…
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▼ The importance of college enrollment has surged as degrees have increasingly become prerequisites for employment. While enrollment numbers have risen, rates of attendance among all populations have not been equal. Low income and first-generation students enroll and complete college at lower rates than their counterparts. Conducted during a psychology-based high school curriculum intervention, designed to increase underrepresented students’ likelihood of successful college completion, this qualitative inquiry used methods of grounded theory to provide insights into persisting inequalities in educational attainment. The study focused on potentially college-bound students’ aspirations, perceptions and views of their educational landscape with the aim to increase understanding of the academic attainment challenges some students from high poverty high schools face. Two themes, emerging from grounded theory methods of analysis, combined together to form students’ view of college: students’ home context and resource scarcity during the college enrollment process. Central to students’ views of postsecondary education was the perception of college as risky. Risk was the product of college being perceived as unfamiliar, academically hard, and expensive when confronted with resource scarcity. College-bound students became involved in numerous strategies designed to reduce the risk college attendance presented. These strategies, while helping students in the short term, involved activities associated with non-completion of four-year degrees, such as beginning their postsecondary pursuits at two-year colleges and for-profit institutions. Not all students attempted risk minimizing strategies. Other plans included forgoing college altogether. Among other reasons, students may not pursue four-year degrees because they do not share the belief in the promise of economic security a college degree claims to afford. Findings revealed that there are six “secret ingredients” to postsecondary baccalaureate attainment, which go beyond the traditionally viewed requirements of “skill and will.” Academic attainment depends upon resources of wealth, time, knowledge, courage and the abilities to make sacrifices and to take risks. Better understanding of hidden ingredients to college success viewed from students’ perspectives has the potential to improve policy decisions aimed at increasing access to educational opportunities.
Advisors/Committee Members: Cilesiz, Sebnem.
Subjects: Education; Education Policy
Keywords: first generation college; urban education; Bourdieu; barriers; educational access; developmental education; grounded theory; academic achievement; social reproduction
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27.
Dunnington, Renee M.
The Nature and Determinants of Presence Among Nursing Students Participating in High Fidelity Human Patient Simulation.
Degree: PhD, EDU Policy and Leadership, 2012, Ohio State University
► Human patient simulation is increasingly becoming an integral component of nursing education…
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▼ Human patient simulation is increasingly becoming an integral component of nursing education based on a variety of professional, educational, social, economic, political, and safety factors propelling its use. Yet the pedagogical science to support education with simulation remains underdeveloped. Scholarship on presence in virtual simulations has shown positive impact on learning outcomes. Yet presence as a variable of potential impact on learning outcomes with dynamic, scenario based, high fidelity human patient simulation (HF-HPS) has been little studied. The aim of this grounded theory study was to examine the nature of presence in baccalaureate nursing students participating in HF-HPS and to develop a conceptual model that could explain the dimensions and determinants of presence as they may impact learning outcomes. A total of 36 simulation encounters were observed including 16 simulations from the sample of baccalaureate prelicensure nursing students, 12 simulations from the comparative sample of experienced registered nurses and 8 simulations from a comparative sample of second degree prelicensure nursing students. From these encounters, interviews were conducted with 60 nursing students from the primary sample and with comparative samples of 30 professional nurses, 32 second degree nursing students, 20 educators and 3 administrators for a total sample size of 145 participants. The nature of presence was found to be a dynamic state of being with a centricity between the simulation and the natural environment where students perceived the stimuli from one environment as salient over the other. The results revealed that presence was experienced in the domains of exocentricity, endocentricity, or bicentricity relative to the perceived salience of the simulation environment. Furthermore, the presence of students in scenario based HF-HPS was impacted by pedagogical factors, individual student factors, and group factors. Pedagogical factors found in this study included simulation design, stream of stimuli, and instructional process. Individual factors included personality characteristics, referential experiences, preconceptions, emotional responses, and entry competencies. Group dynamics and group structure were also found to be determinative of the nature of presence in HF-HPS. The Nature and Determinants of Presence Model emerged from the study data to explain the articulation of the determinants of presence, the nature of presence, and learning outcomes. In this model, pedagogical, individual, and group factors are theorized to be determinative of the centricity of presence. Furthermore, presence centricity is theorized to impact learning outcomes. The Nature and Determinants of Presence Model in HF-HPS is presented to further guide research on presence as a factor that may impact learning outcomes in HF-HPS. This model is also offered to support continued development of a pedagogical science for education with clinical simulation.
Advisors/Committee Members: Voithofer, Richard.
Subjects: Educational Technology; Health Care; Nursing; Technology
Keywords: Simulation; Human Patient Simulation; Presence; Immersion; Nursing Students
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29.
Edington, Joy Lynn.
Investigating the Stability of Bootstrapped Confirmatory Factor Analysis Estimates for Multiple Dimensions of the 2010 National Youth Nutrition and Physical Activity Study using Linear Structural Relations (LISREL).
Degree: PhD, EDU Policy and Leadership, 2012, Ohio State University
► Abstract This work examines the dimensionality of the 2010 National Youth Physical…
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▼ Abstract This work examines the dimensionality of the 2010 National Youth Physical Activity and Nutrition Study ((NYPANS) using exploratory factor analysis as a preliminary technique and structural equation modeling to confirm factor structures for input to the bootstrapping process. Exploratory and confirmatory factor analysis resulted in three constructs: 1) a three-variable physical activity engagement latent variable; 2) a four-variable latent construct consisting of inactive behaviors; and 3) a five-variable physical activity enjoyment latent variable. Factor loading, latent independent variable, and measurement error variance and covariance parameters are bootstrapped and examined for the design conditions of maximum likelihood and unweighted least squares (UL or ULS) methods estimation and six bootstrap resample sizes. The study examines baseline group sample responses for youth classed as ‘obese’, without applying file-supplied analysis weights. This present work contributes methodologically to knowledge of bootstrap methods and the limitations thereof for structural equation modeling, in particular for confirmatory factor analysis models conducted and resampled in LISREL. The study informs research pertaining to the eating and physical activity behaviors of American youth, contributes to the validity of an instrument utilized for a biennial nationwide data collection, and contributes to educational system research for primary schools in the United States. Results indicate that: 1) most bias ranged from 0% to 3% across estimates, bootstrap repetition sizes, and estimation methods; 2) original sample values were within the 95% confidence bounds; 3) and that few estimates were stable at 50 repetitions and most were stable at 500 repetitions. Relative efficiency of unweighted least squares to maximum likelihood estimation was approximately unity, with few exceptions. The iii sampling distributions of resultant fit indices were also examined for normal theory weighted chi-squared, RMSEA, SRMR, GFI, and AGFI. Bias was expectedly high for chi-squared (80%-90%) and approximately 50% for RMSEA, and the original sample values were not contained in the 95% confidence intervals. SRMR had less bias and the original sample value was within the confidence bounds across repetitions and estimation methods. There were some differences in GFI and AGFI based on estimation method, but both indexes were near unity and bias was low. The number of non-convergent and inadmissible solutions was low, and was not influential.
Advisors/Committee Members: Lomax, Richard.
Subjects: Education; Educational Leadership; Educational Theory; Physical Education; Public Health Education
Keywords: SEM, NYPANS, CFA, LISREL, structural equation modeling, factor analysis, obese youth
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30.
Elnour, Awatif M.
LEARNING IN THE COMPANY OF WOMEN: THE INTERSECTION OF RACE, GENDER, AND RELIGION IN THE EDUCATIONAL AND CAREER EXPERIENCE OF IMMIGRANT PROFESSIONAL SUDANESE MUSLIM WOMEN IN THE UNITED STATES.
Degree: PhD, EDU Policy and Leadership, 2012, Ohio State University
► Africans continue to immigrate to the United States voluntarily or involuntarily (Arthur,…
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▼ Africans continue to immigrate to the United States voluntarily or involuntarily (Arthur, 2000; Stewart, 1993). Although much has been written about immigrants in the U.S., little literature is available on black immigrants (Rong & Brown, 2002; Arthur, 2000; Dodoo, 1997), and much less on Muslim immigrants from black Africa. Moreover, and despite the recent increase in Sudanese women’s immigration to the U.S. due to the conflicts in the South Sudan, Darfur and the government’s gendered policies and oppression of women (Abdel-Halim, 2006; Abusharaf, 2002; Hale, 1997), there are virtually no studies that examine their experiences and the role that their race, gender, and religion play in their everyday lives. Therefore, this study aspires to add to the scant research in this area and contribute to the visibility of these women. The purpose of this study is to explore the intersection of race, gender, and religion in the educational and career experiences of immigrant professional Sudanese Muslim women in the United States. The study tried to answer the following questions: How do immigrant professional Sudanese Muslim women residing in the U.S. perceive their educational and career experiences in America? How do immigrant professional Sudanese Muslim women perceive the impact of their race, gender, and religion on their experiences as they carve their own space within their respective professions? What are the significant issues embraced by these women as they struggle to negotiate a place within American educational institutions and their professions? The study is informed by Black feminist epistemology as a theoretical framework, and narrative inquiry as a method within qualitative research for data collection and analysis. Individual interviews, researcher’s journals, and field notes were used to collect the narratives of five educated Sudanese Muslim women who live and work in the U.S. The analysis of the data revealed several findings. First, the participants reported several encounters of discrimination and prejudice due to their race, gender, religion, accented English and immigrant status. Second, despite the fact that both racism and sexism perpetuate black women’s oppression in the U.S. (Collins, 2000; 1998; hooks, 1990; Crenshaw, 1997), most of the participants did not feel gender discrimination. Third, all of the participants have experienced religion discrimination, although it was harsher for those who wear the Islamic dress. They also reported that the incident of September, 11/2001 terrorist attack have heightened the enmity against Muslims. The women’s narratives revealed that racism, sexism, accent, and religion did intersect in their experiences, at different levels, which negatively affected them during their educational pursue as well as in the workplaces. However, the participants’ stories reflected their resiliency and determination which helped them to defy discriminatory acts, stay positive, and achieve success academically and professionally. Further, implications for educational institutions and workplaces were discussed, along with recommendations for future research.
Advisors/Committee Members: Errante, Antoinette.
Subjects: Education
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