The population of this study consisted of 309 conditionally-admitted students at a comprehensive university located in the Midwestern United States. Motivation was assessed using a segment of the Motivated Strategies for Learning Questionnaire (MSLQ) comprised of the following five motivation subscales: intrinsic goal orientation,extrinsic goal orientation, task value, control of learning beliefs, and self-efficacy for learning. Students enrolled in the first-year experience course were administered the MSLQ during the second week of the fall 2012 semester. Correlation analyses were performed to determine the relationship between motivation subscale scores and academic success, as measured by final grade in the course. Multiple regression analyses were used to determine how the motivation subscales were related to academic success,controlling for certain demographic and pre-college variables. Because some students were absent from class on the day of the MSLQ administration, chi-square analyses of independence and a t-test were performed to determine whether a difference was found in final grade, demographic, and pre-college characteristics for students who took the MSLQ versus those who did not.

The analyses revealed only slight support for the assertion that motivation isrelated to success in the university experience course. However, evaluating themotivation subscale scores controlling for demographic and pre-college variables yieldeda significant, but weak, relationship with first-year seminar final grade. Given the unfortunate selection bias of the study, it still suggests that the motivational assessment could be used as a tool to predict performance in first-year experience courses, and interventions could be designed to increase success for conditionally-admitted students.

This study utilized quantitative analysis to explore the relationship of different combinations of prerequisite coursework (prerequisite science and math courses, science block, cumulative undergraduate work) and HESI A² subscores (Reading Comprehension, Anatomy and Physiology, and Math) on the four dependent variables (1st semester nursing GPA, 2nd semester nursing GPA, grade in Nursing 324--Pathophysiology, and grade in Nursing 341--Medical Surgical Nursing I). All data were preexisting and gathered from electronic records of a BSN program at a regional university in south central Kentucky and the program’s online Evolve account.

Population parameters were calculated for all variables, independent and dependent alike. Simultaneous and hierarchical regressions were used to explore each research question. The results of the study indicate the greatest amount of explained variance for the 1st semester nursing GPA, 2nd semester nursing GPA, and the grade earned in Nursing 324, with Adjusted R2 values of .34, .30, and .24, respectively, was the combination of cumulative undergraduate work (CUGW) and HESI A² subscores. The predictor with the greatest explained variance for the final outcome, Nursing 341, was the CUGW alone with an Adjusted R² of .18. The study also found that a one credit hour Microbiology lab was significant with each of the four outcomes variables. These findings indicate that programs of nursing should use both cumulative undergraduate GPA at time of application and preadmission test scores when making admission decisions.

This study examines the dynamics of college-industry partnerships through the Automotive Manufacturing Technical Education Collaborative (AMTEC) that includes community colleges from 12 states and several large automotive manufacturers and their tier suppliers. In this context, James Austin’s (2000a) theoretical model of collaboration provides a promising framework in which to view college-industry interorganizational collaboration. The model is based on a continuum of stages in collaborative relationships, from philanthropic to transactional to integrative. The model also uses the Wilder Collaboration Factors Inventory (WCFI), a set of success factors that influences the collaborative process. Data collection used for the case study includes survey results to measure success factors of collaboration that influence the collaborative process and stages using Austin’s collaboration continuum framework categories.

The researcher used a mixed methods design to examine power bases that career and technical education teachers perceived were used by their principals to identify teachers’ perceived empowerment, as well as influencers and barriers. Data were collected with a survey and two open-ended questions from teachers within area technology centers in the state of Kentucky.

The findings indicate that most teachers perceive themselves as operating from self-efficacy empowerment subscale, while their principals were using the legitimate power base. In addition, teachers determined that the power base of referent was related to the empowerment subscale of professional growth. This research identifies a relationship between teacher empowerment and principal power bases and suggests that principals know how to utilize leader power effectively, as it will affect student success and school effectiveness.

Results indicated that first-year college students at a four-year public Master’s Large institution were moderately global minded. To predict global mindedness and its subscales, a regression model was developed using the Myers Briggs scores for extravert, sensing, thinking, and judging along with Pell grant eligibility, first generation college student status, gender, and county population as the independent variables. The prediction model indicated that global mindedness had four predicting variables that were either positively or negatively correlated with total global mindedness: extravert, sensing, and thinking personality types, and the demographic factor of socio-economic status. The five subscales of global mindedness each had predictive variables as well. More studies are needed to further enhance the effectiveness of instructional strategies concerning personality types on students’ global mindedness.

As males comprise a majority of STEM employees, the masculine-genderedness of these organizations may create a more dissatisfactory work environment for women. This may, in turn, have negative impact on the retention and promotion of women. The concept of genderedness has been defined by relative numbers of males, occupation type through language, and through the hierarchical nature of the bureaucratic organizational system. Both STEM disciplines and university environments have been considered gendered based on these definitions.

One potential component that has not been strictly applied to gendered organizations is organization system management type. As female leaders tend to be more participative while male leaders tend to be more authoritative, this study proposed that measurements of organization system type could be utilized as an additional indication of organizational genderedness. In addition, the study proposed that more authoritative styles of management systems in gendered organizations would yield lower satisfaction and more negative climate perceptions for women.

Faculty members from a comprehensive university were surveyed for their perceptions of system organization type, climate, and job satisfaction. Survey results were analyzed to determine if perceptions varied by gender, college type (STEM or non- STEM), rank, and organizational hierarchical level.

The study determined that faculty perceived the system management type within ascending hierarchal university levels as increasingly more authoritative and that gendered colleges are perceived as more authoritative than non-gendered colleges. This may provide a new way to help define organizational genderedness. The study also found that correlation existed for both male and female faculty between perceptions of organizational system type and both climate and job satisfaction. However, the perception difference between genders was not significant enough to provide evidence for differential effects for women versus men.

This quantitative, correlation study utilized data from the Kentucky Department of Education Open House, 2011 No Child Left Behind Adequate Yearly Progress Reports for each school district, and KCCT Combined Reading and Mathematics Goal to Gap Comparison Report. Additionally, the 2011 KDE Expanded Data file and LRE district target data for students ages six through 21 were analyzed to investigate the questions.

Results from this investigation indicated that one district achieved the scale score for reading achievement, and seven districts achieved the scale score for mathematics. Nine districts achieved reading and mathematics AMO targets due to safe harbor, while nine districts achieved reading AMO and fourteen districts achieved mathematics AMO due to confidence interval. LRE results indicated than 158 districts achieved LRE target for removal from regular education less that 21% of the school day, 157 achieved LRE target for removal from regular class greater than 60% of the day, and 146 achieved the LRE target for placement outside the regular school.

The Pearson Correlation results indicated a weak, yet positive, relationship exists between the removal of students from the regular classroom less than 21% of the school day and reading achievement and a weak, but negative, correlation relationship between removal from regular education greater than 60% of the school day and reading achievement. Similar to the reading achievement, statistical analysis revealed a weak, but positive, relationship between students removed from regular education less than 21% of the school day and mathematics achievement. The strength of the relationship between removal from regular class greater than 60% of the school day and mathematics achievement revealed a negative degree of association between the two variables.

This exploratory study sought to identify the forensics outcomes that former competitors felt are used most frequently in their current careers, as well as the amount of emphasis forensics programs are placing on teaching these particular skills to students. The study also sought to determine the level of agreement between former participants and coaches/directors of forensics about which skills students will use most frequently once the competitive experience ends.

One hundred twenty-one former competitors provided responses, as did 33 coaches/directors of forensics. The data analysis revealed that coaches/directors of forensics and former competitors agreed on the importance of most survey items. Additionally, the analysis revealed that most forensics programs seem to be teaching students the majority of the skills they will need in their future careers. However, the analysis also revealed that forensics programs are directing some emphasis at outcomes that are not very useful to students once they enter the workforce. analysis also revealed that forensics programs are directing some emphasis at outcomes that are not very useful to students once they enter the workforce.

Additional findings revealed differences between the value placed on certain outcomes by former debaters versus the value to former individual-events-only competitors. Also, the length of time since a former participant last competed in forensics resulted in a variation of responses for some of the outcomes.

The consequences of this health epidemic are especially visible in the increased costs of health care caused by obesity-related diseases. This epidemic reaches across many aspects of life. The impaired ability to function mentally and physically has left individuals incapable of performing daily functions in their personal and professional lives. As the demand on individuals’ time has increased, there has been a noticeable decrease in health-and-wellness activities. Inactivity, demanding work environments, stress, fast food, processed groceries and meals, consumption of sugary drinks, and smoking all may contribute to obesity in the United States.

This research project attempted to determine the viability of Body Mass Index (BMI) to predict employee wellness. By using BMI as a predictor of wellness, both individuals and organizations can organize initiatives to direct employees into healthy lifestyle programs. Addressing obesity and reversing a culture of inactivity, disease, and death are fundamentally correct. The challenge is for leaders and employees to discover a path to living well.

The research addresses BMI as a predictor of wellness by determining the relationships across the factors of The Indivisible Self (Myers & Sweeney, 2005a) wellness theory. Is there a relationship between BMI and total wellness (the creative self, the coping self, the social self, the essential self, and the physical self)? The research indicates that a relationship does exist. The strengths of the relationships between BMI and factors of wellness do not offer conclusive evidence that BMI alone predicts wellness. The relationships observed, however, offer opportunities for changes in Americans’ lifestyles.

This study analyzed PBIS in an elementary school in southwest Kentucky, McNabb Elementary, to measure the effect of PBIS on student discipline referrals and attendance. Referrals were evaluated from 2006-2012, to provide longitudinal data over time. Results of the study indicated that PBIS had a significant effect on discipline referrals within the school. Student attendance percentages also were gathered for a timespan of six years from McNabb Elementary. Results suggested that PBIS did not have a significant effect on attendance during the 2006-2012 school years. Future research of PBIS in Kentucky would be beneficial. Analysis of referral data bridging from elementary to middle school would provide extensive data for districts that have implemented PBIS. Also, a comparison of attitudes and satisfaction of parents of students who have participated in a PBIS program for at least three years would enlighten districts on parents’ evaluation of PBIS.

Research participants were 2,914 university employees. Using an online survey, participants responded to personal and position-related items and the organizational commitment assessment. The personal variables included were gender, age, and education level. The position-related variables were position as faculty, staff, or administration; full or part-time employment; tenure status; salaried or hourly pay status; years of employment at the university; retirement plan participation; and campus location. The survey also included a free-response item that asked participants why they responded as they did to the commitment items.

As demonstrated by analysis of variance, position had a significant influence on affective, continuance, and normative commitment. For each commitment component, staff had significantly higher commitment than faculty. A difference was also found between staff and administration for continuance commitment. Hierarchical regression analysis for the personal and position variables yielded significant results for each of the commitment components as well. The block of position variables demonstrated a significant relationship with affective and normative commitment. The blocks of position and personal variables were significantly related to continuance commitment. The study findings concerning the lower organizational commitment of faculty, combined with the body of research demonstrating the outcomes associated with organizational commitment, should indicate to institutional leaders the need to be aware of and focus on organizational commitment as an important employee attitude.

This study compared the levels of teacher efficacy, job performance and job satisfaction of teachers between AC (N = 164) and TC (N = 960) in 32 school districts in south central and western Kentucky. Teachers self assessed on items related to teacher efficacy, job performance, and job satisfaction. Additionally, this study compared principals’ (N = 106) ratings of teachers’ job performance based on teachers’ selected route to certification.

Results from the teacher responses indicated no difference in the levels of teacher efficacy, job performance, and job satisfaction between the two teacher groups. The demographic data of teacher age and teaching experience did produce some predictive value on job performance and satisfaction. However, the principals’ ratings of teacher job performance produced significant levels of difference between teachers with alternative and traditional certification, especially in the areas of classroom management skills and instructional planning.

Implications for alternative certification are that there must be sustained effort to ensure that teaching candidates have the necessary skills in classroom management and instructional planning prior to completion of an alternative certification program. An unanticipated implication was the emergence of an apparent divide between teachers’ perceptions of their job performances contrasted with the perception of job performance as defined by a building principal. It is essential that administrators, especially at the building level, accurately communicate their expectations regarding effective teaching. Vague generalities and “catch phrases” regarding quality teaching will not help teachers improve their teaching and student learning. Regardless of the method selected to achieve teacher certification, principals must articulate what good teaching is and what it looks like in practice.

Participants (n = 2,478) of this study came from school districts within the south central region of Kentucky. The participating districts were selected due to varying sizes of enrollments and the number of employed teachers. Participants were invited to participate in this study via an email invitation. Two previously published instruments were used. Participants were first asked to provide background information. This background information included the participant indicating the grade level of which they taught, years of experience, and an approximation of the number of school improvement initiatives they had implemented over the last three years. The instrument was a combined instrument of Seidman’s Teacher Burnout Scale (1986) and Bandura’s Teacher Self-Efficacy Scale (2006).

Results of the study indicated that the number of school improvement initiatives a teacher experiences does not necessarily prove to be an antecedent of lower levels of selfefficacy. Results did indicate that experiencing school improvement initiatives have an impact on burnout levels of beginning teachers as well as teachers approaching retirement. Most correlation coefficients were weak overall, but there were significant correlations between some subscales and particular groups of participants. A qualitative aspect of research was implemented to determine trends in the particular types of initiatives that educators of different levels experience. Most teachers (other than middle school teachers) indicated that they most often implemented initiatives that were adopted at the district level.

The findings of this research will be helpful to school administrators as well as an asset to existing research on burnout and self-efficacy. This research will assist in providing conclusive evidence to the effect initiatives have on teachers. Furthermore, the study will assist administrators when considering the adoption of future school improvement programs.

The Academic Advising Inventory (Winston and Sandor, 1984b), was administered to a proportionate to size random sample of advisors (faculty and professional) and then to the advisees of the advisors who responded to the survey. Variables of interest for advisors included age, gender, type (faculty or professional), and college. Variables of interest for students included gender, ethnicity, age, classification, generational status, and GPA.

A standard multiple regression, one-way Analysis of Variance (ANOVA), bivariate analysis, and a difference of proportions test were used to answer six research questions. Post hoc analysis was done with the Scheffé post hoc test.

Significant findings for advisors included differences by advisor type relative to preference for advising style delivered (F (1, 39) = 5.174, p = .029) and for advising style preferred (F(1, 39) = 8.360, p = .006). Professional advisors had a stronger developmental orientation than faculty advisors. Gender was also a significant factor (F(1, 39) = 4.635, p = .038) in preference for advisors with females indicating a more developmental style than males. Significant findings related to the advising students received included college (χ2 (6, n= 286), p = .000), gender (χ2 (1, n = 293), p = .031), classification (χ2 (4, n= 294), p = .043), and being non-White (χ2 (1, n= 272), p = .013). Females and White students indicated a preference for more developmental advising. The level of developmental advising preferred increased with changes in student classification. For example, seniors preferred more developmental advising than freshmen.

Students and advisors were asked to complete five survey questions related to satisfaction with advising. The majority of advisor respondents were satisfied with advising and how well they advised. There was some concern over whether advising was included in tenure decisions and the amount of time available for advising. Student responses showed overall satisfaction. A term called mismatch was created by measuring the difference between students’ preferred advising style (as measured on the AAI continuum) and the measure of the advising they received. Bivariate analysis was used to examine differences in satisfaction scores based on a mismatch with advising. The findings were significant (χ2 (3, n= 279), p = .000).

The results of the study are not generalizable; however, they do point to several areas for future research. There is a population of students on campus who have indicated they are not receiving the style of advising they would prefer to receive. The incongruence can lead to lower levels of satisfaction and possibly a retention problem.

To determine whether these differences exist, data were collected from 41 students in the Gatton Academy and 267 students from 4 local high schools. The data included PLAN and ACT scores, grade point averages, responses on the Student Strengths Inventory, and the Student Perception Survey. Three phases of analysis were conducted utilizing descriptive statistics and independent t-tests that revealed some statistically significant results: differences in social comfort, relationships with peers and teachers, and perception of meaningfulness of classes. These results indicate some social and emotional issues that might need to be addressed institutionally to provide a balanced and healthy academic environment.

This study was limited by the size of the sample and its geographic narrowness. Additionally, an issue regarding the disparity of how grade point average is calculated complicated the assessment of academic achievement. Due to these limitations, further research is warranted to address these limitations by expanding the study nationally and utilizing unweighted grade point averages. Likewise, additional longitudinal research would be beneficial to see if differences occur between these two types of programs concerning college and career pathways.

Countless data have been collected and articles written over the past decade concerning the impact and subsequent ramifications of NCLB. This study sought to bring to the discussion a missing factor, that being the voice of practitioners. Amidst the volumes of information, there is a void of hard evidence from the field.

The research sought to answer five questions: (1) What are the perceptions of Kentucky educators concerning the results of the Kentucky Core Content for Assessment (KCCT) as an accurate reflection of student learning of Mathematics and Reading in specific areas (e.g., student learning, content taught, and instructional guidance)?; (2) What are the perceptions of Kentucky educators concerning the difficulty of the KCCT for students of different academic ability levels?; (3) What are the perceptions of Kentucky educators concerning the accuracy of student performance classification for the results of the KCCT?; (4) What are the perceptions of Kentucky educators in regard to the KCCT results being an accurate reflection in relation to student ability for the No Child Left Behind (NCLB) sub-groups of Special Education, Free/Reduced Lunch, and English as a Second Language (ESL)?; and (5) What are the perceptions of Kentucky educators concerning the accuracy of the KCCT, as opposed to other national measures?

Results indicate reservations exist concerning the accuracy of results of the Kentucky assessment system. Further study is warranted to determine the underlying causation of perceptions of Kentucky educators.

This study examined two questions: What teacher-related factors positively impact the level of technology-infused lesson design? and To what degree does the use of an instructional framework to guide lesson design and provide feedback impact the level of technology-infused lesson design over time? The HEAT framework (Moersch, 2002) was used to guide and measure technology-infused lesson design among K-12 classroom teachers in a rural south central Kentucky school district. The HEAT framework addressed Higher-order thinking, Engagement of students, Authentic learning, and Technology use. In addition to a quarterly review of lesson plans from 151 teachers during the selected school year, a survey of teachers provided quantitative and qualitative data to address the research questions.

Analysis indicated that teacher-related factors that are commonly examined in relation to technology integration, such as age, years experience, educational level, content area, grade level, and level of training, do not significantly impact the level of technology-infused lesson design. Among the factors considered in the study, the confidence level of teachers as users of technology was the only factor that significantly impacted the level of lesson design. Analysis further indicated that the implementation of the HEAT framework to guide lesson design and provide feedback to teachers significantly increased the level of technology-infused lesson design, most notably within the areas of higher-order thinking, engagement of students, and authentic instruction.

The results indicated the need to examine which specific factors influence the confidence level of teachers as users of technology, as well as to focus technology integration efforts on leadership and behavioral factors. Moreover, the results indicated that technology integration should occur as part of a comprehensive plan to improve student learning