Education Doctoral Work

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Elementary Teachers' Perceptions of Practices to Increase the Academic Achievement of Economically Disadvantaged Rural Students in High Poverty Schools
(North Dakota State University, 2010) Follman, Debra Kay
Education is the key to breaking the cycle of poverty, beginning with children in their earliest years. The greatest challenge facing public education has been the education of all students to proficiency, with the most difficult aspect of this challenge as teaching the underachieving children of poverty. The enactment of No Child Left Behind, Public Law 107-110 (NCLB) has brought increased accountability standards for public schools to the forefront. Narrowing the achievement gap for poor and minority students has become a concentrated focus. It is necessary that elementary school teachers are knowledgeable of the instructional strategies, interventions, best practices, and environments to ensure that students who live in poverty learn and achieve acceptable standards of academic excellence and school success. This study investigated the interventions implemented for increased student achievement in elementary schools in North Dakota with high-poverty enrollments. It was accomplished by examining the factors associated with lower academic achievement for children living in poverty. The study also explored the school-based practices that are perceived to help increase the academic achievement of children living in poverty. This was a quantitative survey study with a target population of 29 elementary schools in North Dakota who are considered high-poverty. Survey data from 176 elementary teachers ( 69% response rate) indicated that both rural and urban schools participated in the study. The data were collected and analyzed to ascertain basic descriptive statistics, t-test, and ANOV A analysis. The comments from each section of the survey were qualitatively coded, themed, and reported. The conclusions were that the elementary schools in North Dakota, serving 40% or more students living in poverty who made Adequate Yearly Progress as determined by performance on the North Dakota State Assessment, are using a majority of the best practices reflected in the research about high high-performing, high-poverty schools. The data suggest that parenting skills and attendance issues were identified as having an effect on student achievement most often. The study revealed that there should be a concentrated effort towards parenting workshops for families living in poverty through the school and other community organizations. The study also indicated that the teachers' highest level of agreement for increasing achievement was having high expectations for all students. Teachers reported that the use of assessments to monitor progress, to measure progress, and guide instruction were utilized to a high degree. Classroom management with rules and routines established, rapid pace of instruction, and a combination of negative and positive reinforcements were also identified as being used in high-achieving schools serving students living in poverty
Teacher Burnout in North Dakota
(North Dakota State University, 2010) Mowers, Erin N.
The purpose of this mixed study dissertation was to determine if teachers in North Dakota public schools show signs of teacher burnout and the extent to which NCLB is a 111 major stress factor. The research questions were: To what extent are teachers experiencing symptoms of burnout? What are the factors of burnout? The research hypothesis was: The policies of No Child Left Behind are the highest stress factor for teachers in North Dakota public schools. This study used an electronic, web-based data collection procedure. This was accomplished by surveying members of the North Dakota Education Association. The target population was 2,000 teachers in public schools in North Dakota, with 687 (34% response rate) participating in this study. The data collected and analyzed basic descriptive statistics (means and standard deviations) and a one-way ANOVA test. The comments from teachers on their present job satisfaction were qualitatively coded, themed and reported. The Maslach Burnout Inventory for educators was used for instrumentation which included 22 questions forming three sub-scales: Depersonalization, Emotional Exhaustion, and Personal Accomplishment. A seven job satisfaction variable survey was used to determine what variables may cause teacher burnout. The seven variables were: principal leadership, school funding, AYP, salaries, work environment, feedback on teaching and superintendent leadership. Conclusions for question one were: teachers in ND do not feel good about their competency or effectiveness in the classroom: there is low teacher morale; teachers do not exhibit depersonalization or blaming of their students; ND teachers are not cynical; and teachers have moderate levels of emotional exhaustion and struggle with factors of time on job and meetings. Question two conclusions were: female, elementary teachers in large school districts show the most stress for making AYP, a factor for burnout; the more education a teacher has the less satisfied they are with the leadership of the principal; which is not the case for their superintendent. Teachers were satisfied with work environment and feedback on their job performance. The Research hypothesis was rejected because teachers do not feel that the NCLB policies are the highest stress factors compared to those on the MBI-ES survey. The highest stress factors for North Dakota teachers were salaries and school funding. Four themes emerged from the survey respondent comments: lack of time, highstakes testing, financial concerns and control issues.
The Relationship among Workload, Job Satisfaction, and Burnout of Extension 4-H Youth Development Professionals from Six Land-Grant Universities
(North Dakota State University, 2011) Stark, Carrie Beth
The purpose of this study was to determine what job responsibilities Extension 4-H youth development professionals (n = 241) chose to spend their work time doing and how the workload related to their job satisfaction and burnout. They were asked to rank order seven common, predetermined job responsibilities, based on the 4-H Professional, Research, Knowledge, and Competencies ( 4-H PRKC), and to identify their level of job satisfaction and burnout. The study utilized quantitative methods for gathering data from 4-H youth development Extension professionals from 6 land-grant universities. Over the past 25 years, there has been an increase in research investigating burnout and job satisfaction. Burnout is a serious issue that can lead to decreased productivity for the employee and increased costs for the employer. Finding the connections among burnout, job satisfaction, and work environment is important to help reduce problems, including work overload. Based on the previous research on workload, burnout, and job satisfaction, 4-H youth development professionals are prime candidates for experiencing low job satisfaction and increased burnout, which may lead to professionals leaving the organization early. To determine the workload, 4-H youth development professionals were asked to rank seven job responsibilities for each of the domains that are common to the youth development profession. The job responsibility that had the lowest mean of any from the six domains was #1 "using volunteer committees" in the volunteerism domain, with 71.9% of the respondents ranking it as one of the top two job responsibilities within the domain. Determining job satisfaction related to the individual job responsibilities was the first measurement used in identifying the level of job satisfaction in the survey. The youth development domain's job responsibility #6 "develop programs to practice life skills" provided the respondents the greatest degree of job satisfaction (M = 1.93, SD= 0.72) of any of the responsibilities with the six 4-H PRKC domains. The second instrument used to assess job satisfaction for 4-H youth development professionals was the Job Satisfaction Survey (JSS), in which the mean score was 3.72 (SD= 0. 79). The third and final measurement used to determine job satisfaction was the self-reported overall level of job satisfaction. The mean for the self-reported overall job satisfaction was 2.20 (SD= 0.83). The greatest degree of burnout (M = 3 .21, SD= 1.26) within any of the domains was in the youth development domain with job responsibility #7 "dealing with conflict management." This job responsibility also indicated a negative relationship between the workload rank score and job responsibility burnout (r = -0.250). The overall mean for the Burnout survey was 3.84 (SD= 0.86). The greatest burnout came from the work within the youth development domain. The 4-H youth development professionals reported feeling very little overall burnout related to their job. The overall self-reported mean for burnout was 2.75 (SD=1.17). They also reported being satisfied with their current job (M= 2.20, SD= 0.83).
A Mixed-Methods Study Examining the Effectiveness of Psychosocial Occupational Therapy Preparation for Therapists Working with Children in Schools
(North Dakota State University, 2011) Nielsen, Sarah Kaye
This mixed-methods research study was conducted for the purpose of examining school-based occupational therapists' child psychosocial knowledge and attitudes, along with how therapists developed this knowledge and attitudes. Using a phenomenological qualitative approach, the study addressed the following broad research question: What meaning do school-based occupational therapists give to their experience in developing child psychosocial knowledge? Using a quantitative approach, a survey instrument was used to answer the following questions: (a) What level of child psychosocial knowledge and attitudes do school-based occupational therapists possess? (b) How do the following variables impact child psychosocial knowledge and attitudes: (1) level of education, (2) academic course content, (3) participation in mental health fieldwork, (4) application of psychosocial knowledge in non-mental health fieldwork, (5) professional practice experiences, and ( 6) continuing education experiences. Snowball sampling was used to select 11 school-based occupational therapists for the phenomenological portion of the design. Data were analyzed using Giorgi and Giorgi's (2008) method of phenomenological analysis. Random sampling was used to select 1,000 school-based therapists who were mailed the Occupational Therapy Child Mental Health Questionnaire based upon The Teacher Mental Health Opinion Inventory (Morris, 2002). The response was N = 630. Data were analyzed using descriptive statistics and analysis of association. Using the mixed-methods triangulation convergence model, where both quantitative and qualitative data were collected at the same time and the results converged during interpretation by comparing and contrasting them, the following conclusions were made: (a) school-based occupational therapists possess and use child psychosocial knowledge: however. they do not believe it is sufficient; (b) school-based occupational therapists have a difficult time articulating psychosocial knowledge; however. through case descriptions they are able to give many examples of psychosocial knowledge they use in practice; (c) school-based occupational therapists believe that holistic, occupation-based, and client-centered practice, along with additional psychosocial intervention strategics, help them maintain a positive attitude toward children with emotional disturbance; (d) school-based occupational therapists experience tension when attempting to apply their holistic, occupation-based, and client-centered practice in an environment that is typically focused on students changing to meet the environmental demands; (e) due to the constraints of the educational system and the IEP, school-based occupational therapists practice holistically by incorporating psychosocial knowledge in a hidden fashion; (f) school-based occupational therapists believe that mental health fieldwork and rich experiences with individuals who have mental illness is important to developing a comfort level with people who have mental illness; (g) school-based occupational therapists do not readily connect the learning from adult mental health fieldwork that they apply in their school-based practices.
The Impact of Baby-Friendly Hospital Designation, Employment Status, Parity, and Other Social-Ecological Factors on Lactation Duration for New Mothers in Upstate New York
(North Dakota State University, 2011) Bailey DeJong, Jennifer Lynne
The purpose of this study, that analyzed the existing Feeding Your Infant (FYI) dataset, was to examine the impact of Baby-Friendly (BF) Hospital designation, employment, parity, and other social-ecological factors on lactation status at three months postpartum in upstate New York. The FYI dataset was analyzed using an adapted version of the Bronfenbrenner Social-Ecological Systems Framework. A covenience sample of 842 breastfeeding mothers was surveyed at baseline between two sites - one a BF designated hospital, and one a community-based hospital with a mature breastfeeding program. Of the 515 mothers who returned the three month survey, 409 (79.4%) were still breastfeeding. Using t-tests, Chi square, multiple correspondence analysis and multiple logistic regression analysis, the following findings were reported: Maternal age of 31 to 35 years, women with 16 or more years of education, and married women, were statistically more likely to be breastfeeding at three months postpartum than younger, unmarried, and less educated women. In addition, mothers who reported a history of "mastitis and/or breast infection", and those who expected a maternity leave greater than 3 months, were also more likely to be breastfeeding. Those who had a prior live birth, who reported having a "not fussy" baby, and those who associated breastfeeding with "convenience" were more likely to be breastfeeding. A mother's race, parity status, expected amount of paid maternity leave, perception of having a "sleepy haby," experience with engorgement, experience with sore and or bleeding nipples, and a mother's delivery site, whether BF designated or not, were not statistically significant. Within the multiple logistic regression analysis, predictors of breastfeeding status at three months postpartum were: insufficient milk, the perception of "too much time," and mothers' educational level. In light of "The 2011 U.S. Surgeon's Call to Action to Support Breastfeeding," and the growing interest in The Ten Steps to Successful Breastfeeding and the WHO/UNICEF Baby-Friendly Hospital Initiative, these findings have important implications for education, practice, policy, and future research.
Development of an Instrument to Measure Collaborative Competencies in Interprofessional Health Care Education
(North Dakota State University, 2011) Gross, Carla Jean
Despite the widespread endorsement of interprofessional education (IPE), health care education has not implemented the strategy to the extent expected. Decisions to adopt and implement IPE must be based on evidence indicating that the approach is superior in promoting collaboration as compared to the traditional, uniprofessional educational approach. Evidence supports that incorporating IPE into the curricula generally improves students' attitudes, perceptions, and knowledge of teamwork skills on a short-term basis. Whether IPE produces graduates who are prepared to collaborate more effectively on the health care team in practice has not been determined because valid instruments have not been developed to measure the collaborative competencies expected for health care students and professionals. This dissertation examined the psychometric properties of an instrument designed by the researcher to measure collaborative competencies in health care students. In addition, this study examined the impact of IPE on undergraduate nursing students' ability to collaborate with other members of the health care team. Using an electronic version of the instrument, data were collected during the spring semester of 2011. The convenience sample (n = 293) included baccalaureate nursing students enrolled at two midwest state universities that incorporated IPE into the curriculum and six midwest state universities that did not incorporate IPE into the curriculum. Factor analysis was conducted using two, four, five, and six factor rotations with varimax and promax rotations. The four- factor model with promax rotation provided the best defined factor structure, demonstrating a combination of empirical findings and theoretical constructs. Results indicated that patient-centered care, role clarification, interprofessional communication, and teamwork are constructs that can be used to design competencies for collaboration. The construct of conflict resolution did not emerge as a separate factor. The independent-samples t-test revealed significant differences between the mean scores for interprofessional communication (p = 0.010) and health care teamwork (p = 0.044) between non-IPE and IPE groups. One-way ANOVA analysis revealed no significant differences for gender, previous experience, or GP A. Students in the older age group (> 31) rated themselves significantly higher in the factors of role clarification (p = 0.002), interprofessional teamwork (p < 0.001), and patient-centered care (p = 0.003).
Multiage Instruction: An Outdated Strategy, or a Timeless Best Practice? A Delphi Study
(North Dakota State University, 2011) Ritland, Valerie Ann Vanyo
The purpose of this study was to explore the practices of multiage instruction with experts who have best practice knowledge or practitioner expertise in the multiage classroom. This investigation provided a foundation of knowledge on multiage instruction regarding strategies and challenges, the pros and cons of multiage instruction, and training and resources needed for the successful implementation of multiage instruction. A Delphi methodology was utilized which consisted of three rounds of surveys. The population comprised two panels of experts, multiage theory experts and multiage practitioner experts, based on required criteria for each panel set. A total of 21 experts completed Round One, which consisted of 55 Likert scale statements. A total of 20 experts completed Round Two, which consisted of 31 statements/questions. A total of 20 experts completed Round Three, which consisted of 29 statements. The panel experts in this study agreed that multiage instruction remains a credible practice today that should be recognized and supported by state boards of education. They also agreed that once oriented to the philosophy and after their child has spent time in the classroom, parents tend to be generally excited about the practice of multiage instruction. The experts further agreed that children of all abilities and needs can be successful in the multiage classroom. In terms of training and preparation, experts agreed that parents, teachers, school boards, principals, and superintendents all should receive training on the philosophy and strategies of multiage instruction in order for it to be a successful practice. They further agreed that it is difficult to find regular training and conferences geared for elementary teachers who work in multiage settings. In this study, panel experts identified strategies that multiage teachers use including how the room is arranged, flexible grouping, theme-based learning, collaborative learning, and peer mentoring. Through open-ended questioning, panelists also identified challenges as well as training and resource needs.
The Effectiveness of Parental Involvement in Preschool Education Programs on Parent Perceptions of their Child’s School Readiness
(North Dakota State University, 2012) Konerza, Judith Ann
The purpose of this study was to determine if the Gearing Up for Kindergarten program created a significant impact on parent understanding of children's development and aspects of school readiness. Parent perceptions of their child's readiness to make the transition to school were also assessed. The study also measured the Gearing Up for Kindergarten impact on children's scores on selected academic measures. A selected sample of 75 parents were surveyed with pre, post, and post post program assessments using the Practical Parent Assessment of School Readiness survey. The survey used Likert scale measures to assess parent perceptions of readiness in the 5 domains of child development: Approaches to learning, Social and emotional development, Physical well-being and motor development, Language development, and Cognition and general knowledge. The survey found significant differences between the treatment and control group on selected measures of the social and emotional scales. The survey also measured parent perceptions of their child's readiness for the transition to school and found no significant difference between treatment and control groups. The AIMS Web children's assessment measured children's academic knowledge with three one minute tests: letter identification, number identification, and oral counting. This assessment compared children's scores using an ANOVA and found no significant differences in children's scores between treatment and control groups.
The Association between Factors Affecting Enrollment Decisions in Manufacturing Occupational Clusters in Two-Year Colleges
(North Dakota State University, 2012) Karl, Ralph J.
The purpose of the study was to investigate the relationships between factors that affect student enrollment decisions in manufacturing occupational programs in two-year colleges and to describe current enrollment status of these programs. This purpose was pursued by five hypotheses and one research question that addressed the categorical factors that affect student enrollment decisions in a diversity of academic programs in higher education. These factors are: awareness; influence; recruitment; and socioeconomic status. Quantitative data were gathered through an online survey instrument. The target populations were full time instructors, academic advisors, and program directors of manufacturing occupational programs in two-year colleges in the Great Lakes and Plains States. The two-year colleges were mostly community and technical colleges that offer certificate and associate's degree programs in manufacturing-related occupations. A total of 288 full time faculty and academic advisors from 155 two-year colleges participated in the study by responding to the survey instrument and providing the data that were later analyzed to address the research questions. PASW software was used for data processing and three statistical methods: descriptive statistics; path analysis; and discriminant analysis were employed for data analysis. The descriptive analysis corroborated most of what the literature suggest are the most and the least effective awareness, influence, recruitment, and socioeconomic factors that affect student enrollment decisions. While path analysis showed that, the path to student enrollment in manufacturing occupational programs in two-year colleges starts from awareness, and goes through influence, and recruitment factors, the discriminant analysis showed that, awareness and recruitment factors are the main independent categorical variables that predict enrollment size in manufacturing occupational programs.
Educational Social Software: The Use of Social Network Sites for Teaching and Learning
(North Dakota State University, 2012) LeNoue, Marvin Dale
Although social network sites (SNS) are in use by millions worldwide, the deployment of such sites as tools for teaching and learning is new. Topics related to the ways, means, and outcomes of SNS use in education and training contexts constitute a fresh research area within the field of educational technology. This mixed-methods research project gathered information regarding the use of SNS in education and training settings. Respondents to an Internet survey showed familiarity with a range of social media software, and several had used social network sites including Facebook, Ning, and MySpace in their professional practices. Respondents identified these sites as offering support for communication and community building, and rated this affordance as the most useful aspect of SNS for use in educational settings. Privacy control settings were the individual SNS feature identified as most important in the educational use of SNS. Personal publishing, content creation, and multimedia display functions were also rated as important. Respondents supported the utility of social network sites for use in the delivery of education. Themes expressed in the data regarding participant views of the use and importance of various features of educational social software indicated apparent acceptance of SNS-type tools as potential agents of paradigmatic change (as per Kuhn, 1996) in educational domains. Respondents made substantial commitments to working toward support of a new paradigm shaped by the use of SNS and social media tools.
Assessing Minority Students' Perceptions and Attrition at a Predominantly White Institution
(North Dakota State University, 2012) Tiapo, Bernadette S.N.
The enrollment, retention, persistence, and overall college experience of minority students are topical issues in colleges and universities, and even more so in predominantly White institutions (PWIs) where minority students encounter difficulties adjusting to the campus environment (Bennett & Okinaka, 1989; Jay & D'Augelli, 1991). This study employed a mixed method that used institutional data to investigate changes in minority students' attrition patterns, as well as the sensitivity to demographic characteristics, at a PWI that has conducted campus climate (CC) studies and progressively implemented survey recommendations (CCSRs). On-line survey data and information from focus group interviews were also used to analyze students' perception of CC at the PWI, and the sensitivity of perceptions to students' demographic characteristics. There was no significant impact on minority students' overall attrition pattern following the implementation of CCSRs at the PWI; however, male minority students were more likely, than their female peers, not to attrite following CCSRs implementation - in contrast to recent evidence on gender-specific attrition patterns. Although minority students were generally aware and appreciative of efforts to enhance CC at the PWI, their perceptions were strongly unfavorable for three critical CC-related variables - level of diversity, level of inclusion in the decision-making process, and minority students' feeling of obligation to prove self in the classroom. Overall, minority students' gender and class were critical variables in their perception of different CC-related issues, with implications in the design of CC-related efforts at the PWI as well as for further studies. The findings underscore the importance for PWIs to match commitments with actions on CC-related issues.
Examining Portfolio-Based Assessment in an Upper-Level Biology Course
(North Dakota State University, 2012) Ziegler, Brittany
Historically, students have been viewed as empty vessels and passive participants in the learning process but students actually are active forming their own conceptions. One way student learning is impacted is through assessment. Alternative assessment, which contrasts traditional assessment methods, takes into account how students learn by promoting engagement and construction of knowledge. This dissertation explores portfolio-based assessment, a method of alternative assessment, which requires students to compose a purposeful collection of work demonstrating their knowledge in an upper-level biology course. The research objectives include characterizing and contributing to the understanding of portfolio-based assessment in higher education, examining reflection and inquiry portfolio components, determining student knowledge of biological concepts, and investigating student integrative thinking through the transformation of reflections into concept webs. One main finding includes the majority of reflections categorized as naive or novice in quality. There was no difference in quality of reflections among biological topic. There was a relatively equal amount of high and low cognitive level questions. Students' knowledge of biological concepts significantly increased from the beginning to end of the course. Student written reflections were transformed into concept webs to allow for examination of student integrative thinking. Concepts, relationships, and interconnections in concept webs showed variation but declined by the end of the semester. This study is one of the first examining portfolio-based assessment in an upper-level biology course. We do not contend that this method of assessment is the only way to promote student learning but portfolio-based assessment may be a tool that can transform science education but currently the role of portfolio-based assessment in science education remains unclear. Additional research needs to be conducted before we will fully understand and be able characterize this type of assessment.
School Counseling Supervision: A Qualitative Summary from the Perspective of School Counseling Site-Supervisors
(North Dakota State University, 2012) Stahl Ladbury, Janelle L.
School counseling supervision is an area of research that has limited information available to school counselors. As a result, a qualitative study from the perspective of school counseling site-supervisors was conducted to address the following three research questions 1) What is good school counseling supervision?, 2) What exemplifies exceptional school counseling site-supervisors?, and 3) Why do school counselors become involved in school counseling supervision? In order to best address the questions in this study, the researcher conducted individual phone interviews with ten participants working as school counseling site-supervisors throughout the United States. To increase the trustworthiness of the study the following methods were used: member checks, data saturation, triangulation, the peer review process, identification of the researcher's perspective, maximum variation, an audit trail, and participant quotations. As a result of the study, the researcher identified seven major themes. The themes identified in the study are: 1) Good school counseling supervision facilitates professional growth and development of the school counseling intern from a developmental perspective, 2) Good school counseling supervision establishes a collaborative working relationship for the intern with the supervisor and the school's stakeholders, 3) Good school counseling supervision establishes an environment that is conducive to learning, flexible and well-defined, 4) An exceptional school counseling supervisor is aware of the developmental process of the school counseling intern, 5) An exceptional school counseling supervisor acts as an educator, counselor and consultant throughout the internship experience, 6) An exceptional school counseling supervisor is self-aware and reflective in their own work as a school counselor, and 7) School counselors become involved in school counseling supervision as a part of their professional growth, continual development of the counseling profession and to maintain the professional identity of a school counselor. Finally, the researcher provides a summary of the research study's results identifying connections between the results, the existing literature and how this study fills current gaps. Additionally, the researcher provides a critical analysis of the study, the study's limitations and areas for future research to enhance the field of school counseling supervision.
Motivational and Adaptational Factors of Successful Women Engineers
(North Dakota State University, 2012) Bornsen, Susan Edith
It is no surprise that there is a shortage of women engineers. The reasons for the shortage have been researched and discussed in myriad papers, and suggestions for improvement continue to evolve. However, there are few studies that have specifically identified the positive aspects that attract women to engineering and keep them actively engaged in the field. This paper examines how women engineers view their education, their work, and their motivation to remain in the field. A qualitative research design was used to understand the motivation and adaptability factors women use to support their decision to major in engineering and stay in the engineering profession. Women engineers were interviewed using broad questions about motivation and adaptability. Interviews were transcribed and coded, looking for common threads of factors that suggest not only why women engineers persist in the field, but also how they thrive. Findings focus on the experiences, insights, and meaning of women interviewed. A grounded theory approach was used to describe the success factors found in practicing women engineers. The study found categories of attraction to the field, learning environment, motivation and adaptability. Sub-categories of motivation are intrinsic motivational factors such as the desire to make a difference, as well as extrinsic factors such as having an income that allows the kind of lifestyle that supports the family. Women engineers are comfortable with and enjoy working with male peers and when barriers arise, women learn to adapt in the male dominated field. Adaptability was indicated in areas of gender, culture, and communication. Women found strength in the ability to ‘read’ their clients, and provide insight to their teams. Sufficient knowledge from the field advances theory and offers strategies to programs for administrators and faculty of schools of engineering as well as engineering firms, who have interest in recruitment, and retention of female students. Future research includes expanding the research to other areas of the United States, and improving engineering education pedagogy with more active and experiential learning.
Lives at Risk: High School Dropouts in the Northern Plains Region
(North Dakota State University, 2012) Schumacher, Bruce Ralph
Education is essential to personal welfare. As educational levels increase, personal income rises, the quality of life improves, and society benefits as criminality declines, tax income increases, and the cost of social programs decreases. Unfortunately, every year thousands of students leave high school without graduating. Various factors place students at-risk of dropping out, but the question remains why some at-risk students drop out while others graduate. This phenomenology investigates dropping out by following the philosophy of Jurgen Habermas, guided by the work of Max van Manen. Participants discussed their lifeworld experiences and explained factors that had caused them to leave school. Through conversations with dropouts, this study discovered five themes related to dropping out. These were: In participants' lifeworlds, dropping out was not unusual; participants' worldviews often disconnected from life's realities; participants remained resilient despite their disadvantaged lives and educational setbacks; participants lacked social capital that could have helped them escape their lifeworlds, and participants had often been invisible to people who could have provided help. These themes do not stand alone, but meld into a picture of lives lacking the basic elements of success and the supporting relationships needed to succeed. The study concluded that schools cannot alter many elements dropouts' lifeworlds but can reduce dropping out by identifying potential dropouts and providing supportive personal relationships. This dissertation includes recommendations on how schools can better support disengaged students and recommendations for further research and action to increase graduation rates.
Emotional Intelligence Levels in Baccalaureate-Prepared Early Career Registered Nurses
(North Dakota State University, 2012) Reemts, Glenda Schooler
The increasing complexity of the healthcare environment calls for increasing emotional intelligence (EI) competence in nurses so as to establish effective relationships that facilitate positive patient outcomes. Because nurses need to be competent in EI, it is important to determine if professional nursing programs prepare graduates in emotional intelligence and whether years of professional experience contribute to development of emotional intelligence. This study assessed the emotional intelligence competence of 164 baccalaureate nursing alumni who graduated during the years 2007-2010 from three Benedictine institutions in the Midwest to see if there was growth of EI with experience as a registered nurse, and to determine if age, gender, grade point average (GPA), and years of total healthcare work experience prior to graduation predicted EI. Participants completed the Mayer Salovey Caruso Emotional Intelligence Test (MSCEIT) and a demographic survey. Findings from this study indicated 79.4% of participants were competent or higher on the MSCEIT total EI score. Percentages of nurses scoring in the competent or higher range on each of the four branch scores of perceiving, using, understanding and managing emotions were 80.6%, 72.7%, 84.2%, and 84.9% respectively. An independent-sample t-test found no significant differences on EI scores between graduates with 1-2 years compared to 3-5 years of experience as a registered nurse. Results of a linear stepwise regression for determining the usefulness of age, GPA, gender, years of total healthcare experience prior to graduation and years of experience as an RN to predict the total EI score on the MSCEIT revealed being female as a significant predictor (p = .015). Being female was a significant predictor for the using emotions branch (p = .047). Significant predictors of EI on the understanding emotions branch were GPA (p < .001) and being female (p = .023). There were no significant findings regarding the perceiving and managing branches of the MSCEIT. The findings of this study indicate there is work to be done to improve the EI competence of nursing graduates. Continued research on the topic of EI and nursing is needed to build the knowledge base on how to promote positive patient outcomes.
Administrative Evaluation of Online Faculty in Community Colleges
(North Dakota State University, 2012) Darling, Douglas Duane
Policy and procedure haven’t kept up with institutional practices at community colleges. With over 5.5 million college students taking online courses, 29% of college students are taking an online course. As student numbers taking online courses have increased, so have the number of faculty teaching online. The purpose of this study is to determine if and how community college, online, faculty are administratively evaluated. The Chief Academic Officer (CAO) of the members of the American Association of Community Colleges were surveyed to determine the factors considered relevant for online, asynchronous, administrative evaluation of faculty that are currently being used by community colleges and to determine the methods by which community college, online faculty are administratively evaluated. The literature review did not identify any research directly related to the administrative evaluation of community college, online faculty. A very limited amount of research on administrative evaluation of faculty was identified, but nearly all were over a decade old. The survey results indicate that a majority of community colleges do not specifically address evaluation of online faculty in policy. The results identify the criteria and methods used to evaluate online faculty and their rated importance. The most common criteria included in the evaluations were identified and their importance ranked by CAO’s. The data was analyzed by institutional size based on the Integrated Postsecondary Education Data System (IPEDS) categories and contrasted and compared with the other institutional size categories. A proposed model/method for developing a comprehensive faculty evaluation system based the survey results and best practices from the literature review is presented along with recommendations for further research.
Counting Coup with Western Education in a Post-Assimilated Paradigm: A Qualitative Research Study on American Indian Success
(North Dakota State University, 2013) Azure, Lane Alan
“The beaver doesn’t try to be like the bear or the buffalo, he knows who he is . . . and he is proud of who he is” (Big Dog, 2012). The aforementioned quote depicts how this author interpreted the identities of his sample of ten purposefully selected Native Americans and exemplified their wish to remain who they are. These contemporary warriors illustrated the ability to transculturate in a non-Indigenous world and to accomplish what had been forced upon their ancestor’s centuries earlier. Despite the invasion on North American soil and the near extinction of the Indigenous American through attempted genocide, colonization, assimilation, forced education and religion, these Native American advanced degree holders have illustrated an adept ability for walking in two worlds; indigenous and western. Emergent themes of family, spirituality, culture, and resilience were all influential in these participants’ stories as they successfully negotiated their way through a western-European educational paradigm while illustrating how Indian Reservations, code switching, boarding schools, and Native American Culture and Ceremony were major components in construction of these themes. This Native American researcher utilized both western and indigenous worldviews in ascertaining emergent themes through an Indigenous qualitative research methodology. The researcher’s theory of a conflict between acculturation and enculturation to have apparently juxtaposed meaning from pre-European to post-European invasion represents a data-grounded vision. This possible paradigm shift for the above theoretical position initiates a call for additional research. Historically, the Native American has seen traumatic distress of disease, high suicide rates, low socioeconomic status, loss of Indigenous language, and academic disparities and may be related to identity theft and could suggest inability to succeed by this underserved group of tribal college affiliates. However, literature instills the importance of the historical aspect and the calamity endured; yet each participant was able to successfully achieve advanced degree attainment. The stories of these Native Americans demonstrated their understanding of successes in western education systems from the vantage point of timeless knowledge and Native value systems. “I would rather not be anything else. I want to be Native. I’m so glad that the creator made me Native” (Mshkiki, 2012).
Moving to the Other Side of the Desk: Learning Experiences of Preservice Teachers as They Transition to Becoming Professional Teachers
(North Dakota State University, 2013) Okland, Sheri Lynn
This study sought to understand learning through the lifeworlds of preservice teachers who are in the last semester of their elementary education program at a Midwest University. The research was an explorative study into preservice teachers' understanding of how they learn, how they define learning, and how their own experiences as students will transfer, as they become professional educators. This study addressed the overarching question: What does it mean to learn and think about learning through the lens of 21st century senior standing elementary education preservice teachers as they transition to the other side of the desk? This study employed a staged data gathering design in which 25 preservice teachers participated in an online questionnaire, a focus group session, and individual interviews. The data was analyzed systematically according to methodology outlined in transcendental phenomenology procedures. Two categories of themes were identified: (a) Preservice teachers' own learning, and (b) Preservice teachers' teaching. Within the categories, eleven themes were identified that addressed learning according to the lifeworlds and experiences of the preservice teachers involved with the study. The lessons learned through this study can be used to inform teacher education programs as more and more 21st century learners are taught to become teachers of other 21st century learners.
Determining the Essential Components of State and Institution Dual Credit Program Policy in New Mexico: A Delphi Study with High School and College Experts
(North Dakota State University, 2013) Carlson, Gregory Dean
The purpose of this Delphi study was to determine the essential components of dual credit in New Mexico. Dual credit experts from colleges and high schools in New Mexico were asked to participate in a three-round Delphi study to determine what the future policy of dual credit should be, and why it should be that way. Definitions of dual credit may vary significantly from one state or program to another. For the purpose of this study, dual credit program will be defined as “a program that allows high school students to enroll in college-level courses offered by a postsecondary institution that may be academic or career technical but not remedial or developmental, and simultaneously to earn credit toward high school graduation and a postsecondary degree or certificate” (SB 943, 2007, p. 1; Title 5, Chapter 55, Part 4, New Mexico Administrative Code, 2008, p. 1; Title 6, Chapter 30, Part 7, New Mexico Administrative Code, 2010, p. 1). Dual credit courses may be offered on a college campus, online, or at a high school location. The first round instrument was developed by the researcher based upon an extensive literature review regarding dual credit and specific items relating to the structure of dual credit in New Mexico. Subsequent instruments were developed based upon responses from the expert panel in the previous round. Consensus and non-consensus items were used to develop recommendations for dual credit policy and can be used by stakeholders to guide institution dual credit procedures. Recommendations from this study may be used by other states to analyze dual credit policies.

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