+publisher:"Andrews University" +contributor:("Lyndon G. Furst")

1. Cameron, Beverly. The Psychosocial Determinants of Middle- and High-School Violence: an Investigation of the Perceptions of Parents of Children Suspended for Committing Violent Acts at School.

Degree: PhD, Higher Education Administration PhD, 2002, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/259

► Problem. This study investigated parents' perceptions of the psychosocial determinants of middle- and high-school violence. Method. Phase Four of the Predisposing, Reinforcing, and Enabling… (more)

▼ Problem. This study investigated parents' perceptions of the psychosocial determinants of middle- and high-school violence. Method. Phase Four of the Predisposing, Reinforcing, and Enabling Constructs in Educational Diagnosis and Evaluation (PRECEDE) model, developed by Lawrence Green, was utilized to examine the perceptions of parents regarding the psychosocial determinants of middle- and high-school violence. Respondents were 191 parents whose children were suspended for school violence. One-way ANOVAs were used to analyze the influence ofgender, age, education, family structure, and income on school violence. Results. Parents believed their children would solve problems using nonviolent means but they responded in a violent manner at school. The parents indicated that all stakeholders should be involved in violence reduction. They believed that parents are underutilized and could play a more active role in reducing school violence. Suspensions, detentions, sending the child to the principal and/or counselor, and having teachers stand in the hallways between classes were perceived as moderately effective. Strategies such as programs that teach problem solving, after-school activities for students, bringing the parent into the school, school staff violence development programs, and parent development programs were believed to be highly effective. Parents indicated that inconsistency in discipline was a significant contributing factor to school violence. Administrators and staff should be perceived as being fair and consistent in the implementation of school policies. The study included the perceptions of fathers and male guardians regarding violence in schools. Males, as well as females, did not view violence as an appropriate response to school issues facing their children. Conclusions. The results indicated that Phase IV of the PRECEDE model is partially supported. Forty of the 290 variables related to predisposing, reinforcing, and enabling factors were significantly different. Advisors/Committee Members: Lyndon G. Furst, Hinsdale Bernard, Hazel Wright.

Subjects/Keywords: Education; Educational Assessment, Evaluation, and Research

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APA (6^th Edition):

Cameron, B. (2002). The Psychosocial Determinants of Middle- and High-School Violence: an Investigation of the Perceptions of Parents of Children Suspended for Committing Violent Acts at School. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/259

Chicago Manual of Style (16^th Edition):

Cameron, Beverly. “The Psychosocial Determinants of Middle- and High-School Violence: an Investigation of the Perceptions of Parents of Children Suspended for Committing Violent Acts at School.” 2002. Doctoral Dissertation, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/259.

MLA Handbook (7^th Edition):

Cameron, Beverly. “The Psychosocial Determinants of Middle- and High-School Violence: an Investigation of the Perceptions of Parents of Children Suspended for Committing Violent Acts at School.” 2002. Web. 16 Feb 2019.

Vancouver:

Cameron B. The Psychosocial Determinants of Middle- and High-School Violence: an Investigation of the Perceptions of Parents of Children Suspended for Committing Violent Acts at School. [Internet] [Doctoral dissertation]. Andrews University; 2002. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/259.

Council of Science Editors:

Cameron B. The Psychosocial Determinants of Middle- and High-School Violence: an Investigation of the Perceptions of Parents of Children Suspended for Committing Violent Acts at School. [Doctoral Dissertation]. Andrews University; 2002. Available from: https://digitalcommons.andrews.edu/dissertations/259

2. Mainda, Philip Omenge. A Study on Selected Factors Influencing School Choice Among the Seventh-day Adventist Population in Southwest Michigan.

Degree: PhD, Higher Education Administration PhD, 2001, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/552

► The Problem. One of the most significant problems currently facing Seventh-day Adventist church schools in North America is declining enrollment in Grades K-12. In… (more)

▼ The Problem. One of the most significant problems currently facing Seventh-day Adventist church schools in North America is declining enrollment in Grades K-12. In Southwest Michigan where this study was done. Seventh-day Adventist parents tend to make choices on where to send their children to school between Seventh-day Adventist schools and public schools. It was the purpose of this study to determine if a relationship exists between school choice and parental perception of selected causal factors. Method. The design of the study was empirical ex post facto using a descriptive survey research method with a Likert-type scale which was used to test eight hypotheses associated with the following select factors: Parental perception of spiritual values, cost of education, academic program, who influences choice decisions, social, proximity, safety, and awareness factors. Data were analyzed using multiple regression-stepwise method, ANOVA, and descriptive statistics. Open-ended comments were analyzed using a 17-category dichotomous scale. Results and Conclusions. There was a significant relationship between parental school choice and parents' perception of spiritual value-based education, the cost of education, academic program, who influenced school choice, safety in school, and awareness. There was no significant relationship between parental school choice and parents' perception of social factors and school proximity. Seventh-day Adventist parents with children in Seventh-day Adventist schools differed most with the Seventh-day Adventist parents with children in public schools in the area of academic program. Recommendations were made in the areas associated with the academic program, cost of education, safety, and awareness. Given the finding that both Seventh-day Adventist parents with children in Seventh-day Adventist schools and parents with children in public schools believe in the superiority of the Seventh-day Adventist educational system over the public educational system, it is imperative that school administrators attempt to fully exploit any given potential to achieve objectives. However, the declining demand for Adventist education is attributed to perceptual decline in its marginal value consequent to perceived improved image of public education as evidenced from the significant differences observed in this study. Advisors/Committee Members: Lyndon G. Furst, Hinsdale Bernard, Judith Anderson.

Subjects/Keywords: Seventh-day Adventists – Education – Michigan; Southwestern.; Christian Denominations and Sects; Education

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APA (6^th Edition):

Mainda, P. O. (2001). A Study on Selected Factors Influencing School Choice Among the Seventh-day Adventist Population in Southwest Michigan. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/552

Chicago Manual of Style (16^th Edition):

Mainda, Philip Omenge. “A Study on Selected Factors Influencing School Choice Among the Seventh-day Adventist Population in Southwest Michigan.” 2001. Doctoral Dissertation, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/552.

MLA Handbook (7^th Edition):

Mainda, Philip Omenge. “A Study on Selected Factors Influencing School Choice Among the Seventh-day Adventist Population in Southwest Michigan.” 2001. Web. 16 Feb 2019.

Vancouver:

Mainda PO. A Study on Selected Factors Influencing School Choice Among the Seventh-day Adventist Population in Southwest Michigan. [Internet] [Doctoral dissertation]. Andrews University; 2001. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/552.

Council of Science Editors:

Mainda PO. A Study on Selected Factors Influencing School Choice Among the Seventh-day Adventist Population in Southwest Michigan. [Doctoral Dissertation]. Andrews University; 2001. Available from: https://digitalcommons.andrews.edu/dissertations/552

3. Ward, Solomon. Perceptions of Public School Teachers Regarding the Effectiveness of the Career Path System Evaluation Instrument in the Bahamas.

Degree: PhD, Higher Education Administration PhD, 2007, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/1527

► Problem. The purpose of this study was to measure public school teachers’ perception regarding the effectiveness of their evaluation instrument, the Career Path System,… (more)

▼ Problem. The purpose of this study was to measure public school teachers’ perception regarding the effectiveness of their evaluation instrument, the Career Path System, in the Bahamas. Method. The research population consisted of two categories of public school teachers: (a) level of teachers—elementary and secondary teachers, and (b) status of teachers— evaluated and non-evaluated teachers. The data were analyzed utilizing descriptive statistics, means, and ANOVA. Results. The results of this study indicate that public school teachers, regardless of the categories elementary or secondary, evaluated or non-evaluated, perceived 44 of 46 performance items of the Career Path System (CPS) evaluation instrument as satisfactory. The two performance items that were perceived by teachers as unsatisfactory are related to student creativity, originality, and investigative skills that came under the domain Student Achievement. A hierarchical preference of the five domains selected by teachers from most satisfactory to least satisfactory was: Teacher Planning, Record Keeping, Teacher Observation, Classroom Management, and Student Achievement. The general evaluation information also did not affect the perceptions of teachers regarding their stance on the effectiveness of the CPS instrument. The results of the survey suggested that evaluated and non-evaluated teachers were unanimous in their conclusion that the CPS was a sound and effective instrument. Conclusions. Both elementary and high-school teachers and evaluated and non-evaluated teachers shared a great deal of unanimity regarding the perceived soundness of the Career Path Evaluation instrument. However, there were two performance items under the domain Student Achievement that teachers perceived as unsatisfactory; (a) students’ work shows evidence of creativity, originality, and imagination; and (b) students’ work shows evidence of the use of investigative skills. Other general evaluation information supports teachers’ perception of the Career Path Instrument as being a sound assessment document. Suggestions for further research include an expansion on this study to target a demographic component and a longitudinal study over a period of 3 to 5 years to investigate the changing perceptions of teachers. Advisors/Committee Members: Hinsdale Bernard, Lyndon G. Furst, Elvin Gabriel.

Subjects/Keywords: Education; Educational Assessment, Evaluation, and Research

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APA (6^th Edition):

Ward, S. (2007). Perceptions of Public School Teachers Regarding the Effectiveness of the Career Path System Evaluation Instrument in the Bahamas. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1527

Chicago Manual of Style (16^th Edition):

Ward, Solomon. “Perceptions of Public School Teachers Regarding the Effectiveness of the Career Path System Evaluation Instrument in the Bahamas.” 2007. Doctoral Dissertation, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/1527.

MLA Handbook (7^th Edition):

Ward, Solomon. “Perceptions of Public School Teachers Regarding the Effectiveness of the Career Path System Evaluation Instrument in the Bahamas.” 2007. Web. 16 Feb 2019.

Vancouver:

Ward S. Perceptions of Public School Teachers Regarding the Effectiveness of the Career Path System Evaluation Instrument in the Bahamas. [Internet] [Doctoral dissertation]. Andrews University; 2007. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/1527.

Council of Science Editors:

Ward S. Perceptions of Public School Teachers Regarding the Effectiveness of the Career Path System Evaluation Instrument in the Bahamas. [Doctoral Dissertation]. Andrews University; 2007. Available from: https://digitalcommons.andrews.edu/dissertations/1527

4. Adeniyi, Michael Adewale. Survey of Nigerian University Student Affairs Services: a Comparison of Students' Perceived Service Importance and the Students' Level of Satisfaction.

Degree: PhD, Higher Education Administration PhD, 2000, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/180

► Problem. Nigerian university student-affairs serviceshave been characterized by negative campus activism, violent demonstrations, and the destruction of lives and properties, the result of which… (more)

▼ Problem. Nigerian university student-affairs serviceshave been characterized by negative campus activism, violent demonstrations, and the destruction of lives and properties, the result of which led to the closing down of many Nigerian universities. Thus far, little empirical data exist regarding the student personnel servicesavailable to students at Nigerian universities, the importance of student-affairs services, or the level of student satisfaction with these services. Methods. A quantitative survey methodology was used to assess 35 student-affairs services. A developed and validated survey instrument, the Student ServicesQuestionnaire (SSQ), was administered to collect data from currently registered undergraduate and graduate students of both genders through each vice-president for student affairs and/or faculty members in six Nigerian universities. Nine hundred surveys were sent to Nigerian university students. Six hundred and seventy-three (74.8%) completed questionnaires were returned. The data were analyzed using descriptive statistics, t tests, analysis ofvariance, and the Student-Newman-Keuls. Results. Overall, students' responses indicated that students perceived most services as highly important. In all six institutions, 25 out of the 35 services were highly rated as important. Conversely, studentsgenerally indicated that they did not experience a high level of satisfaction with these services. Only religious services was rated as a moderately satisfactory service. Comments from 655 students validated theempirical data indicating that most services are perceived as important and needed but with no satisfaction. Conclusions. Based on this study, the Nigerian university students attach a high level of importance to student services but generally have low levels of satisfaction with these services. (1) Very little difference exists between male and female students on perception either importance or satisfaction. (2) No difference exists between academic status on view of importance. (3) Younger students have higher levels of satisfaction than do older students. (4) Students at the religiously affiliated university have higher levels of satisfaction than those at secular universities. Thus, educating the total person is possible only when a student's learning takes place in a conducive atmospheric environment, where life's basic amenities such as food, shelter, security, love, and other physiological and psychological needs are being met. Advisors/Committee Members: Lyndon G. Furst, Elvin Gabriel, Newton Hoilette.

Subjects/Keywords: African Languages and Societies; Higher Education

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APA (6^th Edition):

Adeniyi, M. A. (2000). Survey of Nigerian University Student Affairs Services: a Comparison of Students' Perceived Service Importance and the Students' Level of Satisfaction. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/180

Chicago Manual of Style (16^th Edition):

Adeniyi, Michael Adewale. “Survey of Nigerian University Student Affairs Services: a Comparison of Students' Perceived Service Importance and the Students' Level of Satisfaction.” 2000. Doctoral Dissertation, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/180.

MLA Handbook (7^th Edition):

Adeniyi, Michael Adewale. “Survey of Nigerian University Student Affairs Services: a Comparison of Students' Perceived Service Importance and the Students' Level of Satisfaction.” 2000. Web. 16 Feb 2019.

Vancouver:

Adeniyi MA. Survey of Nigerian University Student Affairs Services: a Comparison of Students' Perceived Service Importance and the Students' Level of Satisfaction. [Internet] [Doctoral dissertation]. Andrews University; 2000. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/180.

Council of Science Editors:

Adeniyi MA. Survey of Nigerian University Student Affairs Services: a Comparison of Students' Perceived Service Importance and the Students' Level of Satisfaction. [Doctoral Dissertation]. Andrews University; 2000. Available from: https://digitalcommons.andrews.edu/dissertations/180

5. Mahlum, Larry Dean. An Assessment of the Vocational Technical Education Needs of the Lake Union Conference of Seventh-day Adventists.

Degree: EdD, Higher Education Administration EdD, 1978, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/551

► Purpose. In response to pressure from their constituents for more vocational education in their schools, the educational leaders of the Lake Union Conference of… (more)

▼ Purpose. In response to pressure from their constituents for more vocational education in their schools, the educational leaders of the Lake Union Conference of Seventh-day Adventists comprising the states of Illinois, Indiana, Michigan, and Wisconsin, requested a survey be conducted to assess the extent of this need. The purpose of this study was to answer as objectively as possible the following questions: Is there a need for more vocational-technical education courses in the secondary schools of the Lake Union Conference of Seventh-day Adventists? If there is a need, what type of courses are desired? Procedure. The curriculum desires of the students, staff, and constituents of the Lake Union Conference were compared with the 1976-77 course offerings in the secondary schools of the Lake Union in order to yield the discrepancies or "needs" in their programs. The Bonanza Game, an instrument which forces participants into a determination of their priorities, was administered to students, staff, and constituents to reveal their curriculum preferences. An occupational label sort, consisting of twenty-five occupational categories from which participants were to choose the most important occupations, was administered to the participants to discern the job categories they preferred. All the seniors, and the staff members from the ten secondary schools of the Lake Union Conference of Seventh-day Adventists were included in this study as well as 380 randomly selected constituents from the four-state area. Findings. Definite gaps or "needs" were discerned in the course offerings in all but one of the secondary schools in the Lake Union Conference. As a result of the Occupational Label Sort, it was found that the participants in the survey preferred business management, medical technology/nursing, communications, medical technology/laboratory, and food service as the most important occupational categories. They felt that plumbing and pipefitting, transportation services, sheetmetal and welding, and tool and die making were the least important occupations. The students, staff, and constituents of the Lake Union Conference agreed in the most part with the job outlook of the U.S. Department of Labor. On all the instruments utilized in this study the students, staff, and constituents exhibited a significant level of consensus. Conclusions. It was concluded that: 1. The vocational education needs of the secondary schools of the Lake Union Conference of Seventh-day Adventists as perceived by their students, staff, and constituents are not being totally met 2. White-collar professional occupations are among the most desired by the participants, while blue-collar manual occupations tend to be the least desired 3. There is a significant degree of consensus among the three participating groups regarding the need for vocational education in the general secondary curriculum and also their desires for specific occupational categories. Advisors/Committee Members: Lyndon G. Furst, Robert E. Firth, Edward A. Streeter.

Subjects/Keywords: Christian Denominations and Sects; Educational Assessment, Evaluation, and Research

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APA (6^th Edition):

Mahlum, L. D. (1978). An Assessment of the Vocational Technical Education Needs of the Lake Union Conference of Seventh-day Adventists. (Thesis). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/551

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mahlum, Larry Dean. “An Assessment of the Vocational Technical Education Needs of the Lake Union Conference of Seventh-day Adventists.” 1978. Thesis, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/551.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mahlum, Larry Dean. “An Assessment of the Vocational Technical Education Needs of the Lake Union Conference of Seventh-day Adventists.” 1978. Web. 16 Feb 2019.

Vancouver:

Mahlum LD. An Assessment of the Vocational Technical Education Needs of the Lake Union Conference of Seventh-day Adventists. [Internet] [Thesis]. Andrews University; 1978. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/551.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mahlum LD. An Assessment of the Vocational Technical Education Needs of the Lake Union Conference of Seventh-day Adventists. [Thesis]. Andrews University; 1978. Available from: https://digitalcommons.andrews.edu/dissertations/551

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

6. Andrews, Vernon E. An Analysis of the Planning Process in Secondary Education in Trinidad and Tobago: 1962-1976.

Degree: PhD, Higher Education Administration PhD, 1978, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/192

► Problem. During the period 1962-1976, the Government of Trinidad and Tobago directed very specific attention to the development of education in general and secondary… (more)

▼ Problem. During the period 1962-1976, the Government of Trinidad and Tobago directed very specific attention to the development of education in general and secondary education in particular. Three major documents related to educational planning were prepared. A survey of the literature revealed that a detailed analysis of educational planning in Trinidad and Tobago had not yet been undertaken. The purpose of the study was to analyze the planning process in secondary education in Trinidad and Tobago during the period 1962-1976. Method. The design of the study conforms to the pattern of descriptive research. The nalysis was based on seven points arrived at by establishing a measure of agreement on the constituent parts of a planning process. The review of the literature provided the base for setting the parts of the process. The seven points which the researcher sought to determine were: <ol> The philosophical basis on which planning in secondary education was conceived and the method used to determine it The theoretical concept or concepts utilized in planning The goals to be achieved and the method for their determination The relationship between philosophy, aims, and objective of the educational plans evolved during the period The evaluative criteria developed for measuring success or failure of the plan The planning machinery and the process of implementation The method by which conclusions were arrived at and any subsequent recommendations made </ol> Five major documents were analyzed according to the seven points established and the findings listed in the research. The five major documents were: <ol> Committee on General Education, 1959 Educational Planning Mission, 1964 Draft Plan, 1968-83 Report of Working Party on Education, 1976 Prime Minister’s Proposals to Cabinet on Education, September 18, 1975 </ol> Twenty-nine other documents were consulted in the course of the study and some additional information was gleaned from these sources. Three interviews were also conducted with persons involved in educational planning in Trinidad and Tobago. Findings. The findings of the study were the following: (1) The philosophical basis of planning was primarily that the education system should serve the needs of the people of Trinidad and Tobago. (2) An eclectic approach was followed in planning, incorporating social-demand, manpower-requirements, and cost-benefit analysis. (3) The goals in secondary education were intended to make the curriculum more diversified and less examination conscious, to increase the number of school places, to cater to individual differences, to develop an administrative structure and physical plant adequate to meet the aforementioned goals. (4) There was a general degree of congruence between philosophy, aims, and objectives in secondary education. (5) Evaluative criteria were not clearly delineated in some of the plans prepared. (6) Several of… Advisors/Committee Members: Lyndon G. Furst, Walter B. T. Douglas, Rudolf E. Klimes.

Subjects/Keywords: Curriculum and Instruction; Education; Elementary and Middle and Secondary Education Administration

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APA (6^th Edition):

Andrews, V. E. (1978). An Analysis of the Planning Process in Secondary Education in Trinidad and Tobago: 1962-1976. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/192

Chicago Manual of Style (16^th Edition):

Andrews, Vernon E. “An Analysis of the Planning Process in Secondary Education in Trinidad and Tobago: 1962-1976.” 1978. Doctoral Dissertation, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/192.

MLA Handbook (7^th Edition):

Andrews, Vernon E. “An Analysis of the Planning Process in Secondary Education in Trinidad and Tobago: 1962-1976.” 1978. Web. 16 Feb 2019.

Vancouver:

Andrews VE. An Analysis of the Planning Process in Secondary Education in Trinidad and Tobago: 1962-1976. [Internet] [Doctoral dissertation]. Andrews University; 1978. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/192.

Council of Science Editors:

Andrews VE. An Analysis of the Planning Process in Secondary Education in Trinidad and Tobago: 1962-1976. [Doctoral Dissertation]. Andrews University; 1978. Available from: https://digitalcommons.andrews.edu/dissertations/192

7. Cummins, Cecil I. Selected Roles/Functions of Technical/Vocational Education Administrators in Barbados and the Need for Further Preparation and Continuing Professional Development.

Degree: PhD, Higher Education Administration PhD, 1997, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/307

► The purpose of this study was to identify the roles/functions of technical/vocational education (TVE) administrators in Barbados and to ascertain their personal needs for… (more)

▼ The purpose of this study was to identify the roles/functions of technical/vocational education (TVE) administrators in Barbados and to ascertain their personal needs for further preparation and continuing professional development. The population for the study consisted of 115 TVE administrators from the Ministry of Education, tertiary institutions, vocational centers, Grammar schools, and Newer secondary schools. The survey method was used to gather the data. All respondents were asked to complete a 87-item questionnaire which described various roles/functions associated with the administration of TVE programs under eight major categories. For each role descriptor, respondents were asked to indicate how important it was to their success as a TVE administrator and their need for continuing professional development. The data was analyzed using one-way analysis of variance. The major findings in the study were: (1) TVE administrators perceived six of eight categories to be very important to their position. School/Community Relations and Business and Financial Management were not considered as being important to their job. (2) While the highest expressed need was in the category of Staff Relations, TVE administrators expressed little need for further preparation in any other category. (3) There were no differences among TVE administrators in the perception of the importance of their roles/functions based on educational background, but those who were permanently employed and appointed in their job attached a higher level of importance to certain roles/functions than those who were of "other" status. (4) TVE administrators who worked in "other" institutions and Newer secondary schools attached a higher level of importance to certain roles/functions than those in Grammar schools. (5) There were no differences among TVE administrators with regard to their perception of their need for further preparation within the eight categories based on tenure in position or educational setting although TVE administrators with less than B.A. degrees expressed a greater need for further preparation than TVEadministrators with B.A. degrees or graduate degrees. Advisors/Committee Members: Lyndon G. Furst, Newton W. Hoilette, Gerald W. Coy.

Subjects/Keywords: Other Teacher Education and Professional Development; Secondary Education and Teaching

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APA (6^th Edition):

Cummins, C. I. (1997). Selected Roles/Functions of Technical/Vocational Education Administrators in Barbados and the Need for Further Preparation and Continuing Professional Development. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/307

Chicago Manual of Style (16^th Edition):

Cummins, Cecil I. “Selected Roles/Functions of Technical/Vocational Education Administrators in Barbados and the Need for Further Preparation and Continuing Professional Development.” 1997. Doctoral Dissertation, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/307.

MLA Handbook (7^th Edition):

Cummins, Cecil I. “Selected Roles/Functions of Technical/Vocational Education Administrators in Barbados and the Need for Further Preparation and Continuing Professional Development.” 1997. Web. 16 Feb 2019.

Vancouver:

Cummins CI. Selected Roles/Functions of Technical/Vocational Education Administrators in Barbados and the Need for Further Preparation and Continuing Professional Development. [Internet] [Doctoral dissertation]. Andrews University; 1997. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/307.

Council of Science Editors:

Cummins CI. Selected Roles/Functions of Technical/Vocational Education Administrators in Barbados and the Need for Further Preparation and Continuing Professional Development. [Doctoral Dissertation]. Andrews University; 1997. Available from: https://digitalcommons.andrews.edu/dissertations/307

8. Andrews, Robert Thompson. An Exploratory Study of Nursing Personnnel Needs in Seventh-day Adventist Hospitals in the Continental United States with a View to Educational Assessment and Planning.

Degree: PhD, Higher Education Administration PhD, 1977, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/191

► Problem. The purpose of this study was to collect, organize, and analyze data from Seventh-day Adventist hospitals, nurses, SDA church leadership, and general statistics… (more)

▼ Problem. The purpose of this study was to collect, organize, and analyze data from Seventh-day Adventist hospitals, nurses, SDA church leadership, and general statistics to provide nursing-personnel resource information for Adventist hospital and nursing education planning. Some of the objectives of this study were to obtain a descriptive profile of nurses working in Adventist hospitals, to discover personnel selection patterns, turnover rates by position, annual job openings, numbers and percentages of Adventist-educated nurses, and the supply and demand for nurses in different nursing and administrative positions. Method. Population of this descriptive study included all nurses working in forty-seven hospitals in the continental United States. To obtain information desired, two survey instruments were prepared and distributed, one to Adventist hospital administrators and the other to nurses working in Adventist hospitals. Relevant information was also gathered from the church leadership and from published nursing and hospital statistics on nursing and hospitals in the United States. The information obtained form the survey instruments was organized into frequency and percentage tables. Some of the information was converted into unit indices and position transitional probability tables. Returns from the survey instruments represented 67% to 80% of the nursing population working in SDA hospitals in the continental United States. Results. The results were related to each of the specific objectives of the study. Some of the information revealed that over 70% of the nurses are RNs, more than two-thirds are married, more than two-thirds are employed full-time, 37.5% are Seventh-day Adventist, and around 25% of the nurses educated in Adventist nursing programs go to work in SDA hospitals when they complete their nursing education. Gradates from SDA nursing schools work an average of five years in SDA hospitals and hospital replacements needed each year because of attrition are from 1,231 to 1,470. All things considered, SDA nursing schools are unable to supply the yearly demand for nursing personnel in SDA hospitals. Conclusions. Among the conclusions reached was that it is not reasonable to expect that current Adventist nursing education programs will educate sufficient nurses in the future to satisfy the needs of Adventist hospitals as they currently exist in size and location. The rapid growth in Adventist hospitals has contributed to the problem of nurse staffing. It is questionable that an expansion of Adventist nursing0eduction programs would solve the problem. Other alternative will need to be explored. Advisors/Committee Members: Bernard M. Lall, George A. Akers, Lyndon G. Furst.

Subjects/Keywords: Educational Assessment, Evaluation, and Research; Health and Medical Administration; Nursing

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APA (6^th Edition):

Andrews, R. T. (1977). An Exploratory Study of Nursing Personnnel Needs in Seventh-day Adventist Hospitals in the Continental United States with a View to Educational Assessment and Planning. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/191

Chicago Manual of Style (16^th Edition):

Andrews, Robert Thompson. “An Exploratory Study of Nursing Personnnel Needs in Seventh-day Adventist Hospitals in the Continental United States with a View to Educational Assessment and Planning.” 1977. Doctoral Dissertation, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/191.

MLA Handbook (7^th Edition):

Andrews, Robert Thompson. “An Exploratory Study of Nursing Personnnel Needs in Seventh-day Adventist Hospitals in the Continental United States with a View to Educational Assessment and Planning.” 1977. Web. 16 Feb 2019.

Vancouver:

Andrews RT. An Exploratory Study of Nursing Personnnel Needs in Seventh-day Adventist Hospitals in the Continental United States with a View to Educational Assessment and Planning. [Internet] [Doctoral dissertation]. Andrews University; 1977. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/191.

Council of Science Editors:

Andrews RT. An Exploratory Study of Nursing Personnnel Needs in Seventh-day Adventist Hospitals in the Continental United States with a View to Educational Assessment and Planning. [Doctoral Dissertation]. Andrews University; 1977. Available from: https://digitalcommons.andrews.edu/dissertations/191

9. Lambert, Philip B. Local School-System Use of State-Level Educational Goals in Selected States.

Degree: PhD, Higher Education Administration EdD, 1977, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/507

► Problem. A major component of state-level educational accountability systems is the specification of goals upon which other components of the systems are established. The… (more)

▼ Problem. A major component of state-level educational accountability systems is the specification of goals upon which other components of the systems are established. The use being made of these goals at the local-school-district level in states where they exist has not been formally investigated. This study examines the extent of use being made of state- level educational goals in the development of local-district goals and programs in the states of Colorado, Maryland, Michigan, and Rhode Island. Method. The writer developed a six-item survey instrument to examine specific uses of state-level goals by local districts. This was sent to 766 local school-distrlct superintendents in Colorado, Maryland, Michigan, andRhode Island. There were 608 or 80 percent usable returns available for analysis. The subjects were asked to indicate a rank selection ranging from "always" to "never" regarding Che use of state goals in each category. Six hypotheses were developed for the study. The first and second hypotheses related to the use of state-level goals in local district goal and program development. Hypothesis three related to the question of state and local district goal compatibility. The fourth and fifth hypotheses were concerned with the structure and adequacy of the state's assessment program. Hypothesis six related to state-level goals providing direction and purpose for local educational programs. The Kolmogorov-Smimov nonparametrlc test was used to test the data. Results. Null hypotheses specifying there would be no significant difference in the number of times each of five ranks identified as, "always," "usually," "sometimes»" "infrequently," and "never," would be selected by respondents were formulated. All six null hypotheses were rejected at the .05 level of significance, with the point of maximum divergence between what was expected and what was observed occurring at the rank specified as "usually". In subgroups of each of the states and small-sized school districts (less than 3,000 pupils), medium-sized school districts (3,001 to 10,000 pupils),and large-sized school districts (over 10,000 pupils) the points of maximum divergence between the expected and observed were statistically significant for at least four and usually six of the hypotheses tested. The consistent exception was Rhode Island where the six null hypotheses were retained. Conclusions. (1) State-level educational goals are influential in the determination of local-district goals and the development of local- district programs in the states of Colorado, Maryland, and Michigan. (2) Superintendents of local school districts in the states of Colorado, Maryland, and Michigan feel their state departments of education view local-district and state-level goal compatibility as desirable. (3) Superintendents of local school districts in the states of Colorado, Maryland, and Michigan feel their state-level assessment programs are structured to evaluate educational outcomes in light of state-level goals and… Advisors/Committee Members: Rudolf E. Klimes, Lyndon G. Furst, Daniel A. Klein.

Subjects/Keywords: Education; Educational Administration and Supervision

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APA (6^th Edition):

Lambert, P. B. (1977). Local School-System Use of State-Level Educational Goals in Selected States. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/507

Chicago Manual of Style (16^th Edition):

Lambert, Philip B. “Local School-System Use of State-Level Educational Goals in Selected States.” 1977. Doctoral Dissertation, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/507.

MLA Handbook (7^th Edition):

Lambert, Philip B. “Local School-System Use of State-Level Educational Goals in Selected States.” 1977. Web. 16 Feb 2019.

Vancouver:

Lambert PB. Local School-System Use of State-Level Educational Goals in Selected States. [Internet] [Doctoral dissertation]. Andrews University; 1977. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/507.

Council of Science Editors:

Lambert PB. Local School-System Use of State-Level Educational Goals in Selected States. [Doctoral Dissertation]. Andrews University; 1977. Available from: https://digitalcommons.andrews.edu/dissertations/507

10. Davies, Haldane F. Relationships Among Selected Internal/External Variables Affecting Decision Making in the Roles/Functions of Research University Provosts.

Degree: PhD, Higher Education Administration PhD, 1994, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/319

► Problem. In the business and corporate world, there exists a unique collection of proven decision-making tools, techniques, and management ideas. There is, however, no… (more)

▼ Problem. In the business and corporate world, there exists a unique collection of proven decision-making tools, techniques, and management ideas. There is, however, no clear definition and empirical analysis relative to the nature of the relationships among internal/external variables as they influence decision-making in the research university provosts' roles and functions. It was the purpose of this study to investigate the effects of selected variables on provost decision-making within their many functions. Method. The survey research method was used to study the relationships among selected variables affecting decision-making in the functions of research university provosts. An instrument was designed and pilot tested for the purpose of this study. The goal of the instrument was to measure how provostsperceived nine variables as being important to decision-making in each of 11 functions. A demographic information questionnaire was also used for data collection. Statistical procedures included Pearson's Product-Moment Correlation Coefficient, Repeated Measures Analysis of Variance, and Multivariate Analysis of Variance. Results. Results obtained are as follows: (1) There were significant relationships among of the nine variables with respect to the functions. The three variables with the highest number of significant correlations were experiences gained on the job, philosophy of administration, and needs of the university community. (2) Job experience, philosophy of administration, and needs of the university community were significantly different from and more important than all other variables. (3) Responses of the provosts with respect to the importance of the variables did not differ regardless of their field of study and age. Conclusion. This study revealed that some variables were significantly more important than others. Unlike formal preparation which had little to do with effective provost decision-making job experience was an important variable upon which provosts relied in making tough decisions. Provosts are expected to "plunge in," apply their philosophy and learn by experience. Advisors/Committee Members: Bernard M. Lall, Jimmy Kijai, Lyndon G. Furst.

Subjects/Keywords: Educational Methods; Higher Education Administration

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APA (6^th Edition):

Davies, H. F. (1994). Relationships Among Selected Internal/External Variables Affecting Decision Making in the Roles/Functions of Research University Provosts. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/319

Chicago Manual of Style (16^th Edition):

Davies, Haldane F. “Relationships Among Selected Internal/External Variables Affecting Decision Making in the Roles/Functions of Research University Provosts.” 1994. Doctoral Dissertation, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/319.

MLA Handbook (7^th Edition):

Davies, Haldane F. “Relationships Among Selected Internal/External Variables Affecting Decision Making in the Roles/Functions of Research University Provosts.” 1994. Web. 16 Feb 2019.

Vancouver:

Davies HF. Relationships Among Selected Internal/External Variables Affecting Decision Making in the Roles/Functions of Research University Provosts. [Internet] [Doctoral dissertation]. Andrews University; 1994. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/319.

Council of Science Editors:

Davies HF. Relationships Among Selected Internal/External Variables Affecting Decision Making in the Roles/Functions of Research University Provosts. [Doctoral Dissertation]. Andrews University; 1994. Available from: https://digitalcommons.andrews.edu/dissertations/319

11. Blackett, Joseph E. A Legal History of the Job Corps.

Degree: EdD, Higher Education Administration EdD, 2002, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/232

► Purpose. The purpose of this dissertation was to construct the legal history of the Job Corps. I focus on five basic questions that guide… (more)

▼ Purpose. The purpose of this dissertation was to construct the legal history of the Job Corps. I focus on five basic questions that guide the study: (1) What were the statutes that created the Job Corps? (2) What was the mission of the Job Corps? (3) How did the Job Corps change over time? (4) What effect did legal challenges have on the Job Corps? and (5) What changes were brought about by recent legislation? Method. This study involved three basic activities: review of available sources of data to secure information relevant to the five focus questions in the purpose of the study, application of consistent and appropriate methods of analysis of the information obtained, and organization and interpretation of facts. The historical method was employed to show that the present state of things is the consequence of thepast. Therefore, the review sources included five statutory enactments, seven case laws; bibliographic materials; official documents and reports; personal conferences; phone interviews with selected officials of the Job Corps; and consultation with librarians and university staff at the Department of Labor Law Library, University of the District of Columbia, George Mason Law Library, and the Library of Congress. Conclusion. Whereas, the Civilian Conservation Corps of the 1930s was a Depression-era job-creation program involving adult enrollees, the Job Corps model focused on youthful clientele and provided residential training programs with a support necessary for successful jobs as an adult. While the mission of the Job Corps did not change over time, the statutes did. For example, the responsibilities of the Job Corps were transferred from the Office of Economic Opportunity to the Department of Labor. Increasing the age limitation from 16 through 25 provided heightened levels of maturity and a longer period of preparation. The Department of Labor, through its operations, linked the Job Corps with businesses and industry, which allowed enrollees to experience the real work community. The Job Corps became more responsive to its geographic environment. The court decisions encouraged the management of the Job Corps to carry out its functions. It also changed the requirements of the Comprehensive Employment and Training Act for the selection oftraining sites. No longer was any contract awarded to religious and sectarian organizations. Advisors/Committee Members: Lyndon G. Furst, James R. Jeffery, Hinsdale Bernard.

Subjects/Keywords: Labor and Employment Law; Law; Legislation

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APA (6^th Edition):

Blackett, J. E. (2002). A Legal History of the Job Corps. (Thesis). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/232

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Blackett, Joseph E. “A Legal History of the Job Corps.” 2002. Thesis, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/232.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Blackett, Joseph E. “A Legal History of the Job Corps.” 2002. Web. 16 Feb 2019.

Vancouver:

Blackett JE. A Legal History of the Job Corps. [Internet] [Thesis]. Andrews University; 2002. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/232.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Blackett JE. A Legal History of the Job Corps. [Thesis]. Andrews University; 2002. Available from: https://digitalcommons.andrews.edu/dissertations/232

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

12. Lewis, Jonathan H. An Analysis of the Expressed Needs for Vocational Education in Secondary Schools in Barbados.

Degree: PhD, Higher Education Administration PhD, 1995, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/519

► The purpose of this study was to examine the views held by administrators, teachers, students, and parents regarding the expressed needs for vocational education… (more)

Subjects/Keywords: Education; Secondary Education and Teaching

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APA (6^th Edition):

Lewis, J. H. (1995). An Analysis of the Expressed Needs for Vocational Education in Secondary Schools in Barbados. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/519

Chicago Manual of Style (16^th Edition):

Lewis, Jonathan H. “An Analysis of the Expressed Needs for Vocational Education in Secondary Schools in Barbados.” 1995. Doctoral Dissertation, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/519.

MLA Handbook (7^th Edition):

Lewis, Jonathan H. “An Analysis of the Expressed Needs for Vocational Education in Secondary Schools in Barbados.” 1995. Web. 16 Feb 2019.

Vancouver:

Lewis JH. An Analysis of the Expressed Needs for Vocational Education in Secondary Schools in Barbados. [Internet] [Doctoral dissertation]. Andrews University; 1995. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/519.

Council of Science Editors:

Lewis JH. An Analysis of the Expressed Needs for Vocational Education in Secondary Schools in Barbados. [Doctoral Dissertation]. Andrews University; 1995. Available from: https://digitalcommons.andrews.edu/dissertations/519

13. Hildebrand, Dorothy R. The Effects of Selected Tax Reform and School Finance Proposals on the Equalizing Tendencies of State Aid to Michigan Public School Districts.

Degree: EdD, Higher Education Administration EdD, 1979, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/439

► Problem. The purpose of this study was to determine the effects selected tax reform and school finance proposals would have on the equalizing tendencies… (more)

▼ Problem. The purpose of this study was to determine the effects selected tax reform and school finance proposals would have on the equalizing tendencies of state aid to Michigan school districts. The study focused on nine finance revisions as follows: The Tisch proposal which would make 50 percent cuts in all real property values; the Siljander proposal which would make 60 percent cuts in the value of some classifications of real property; two variations of the Tisch and Siljander proposals which would specify even larger reductions in property values than the original proposals; two variations of the Siljander proposal which would place ceilings on the amount of eligible state aid; and three alternative proposals which would not affect property values but would call for slight dollar increases in the state aid guarantee formula and/or removal of any designated mill-ceiling on state aid. Data Collection, Methods, and Procedures. Data were collected for 530 school districts representing 99.8 percent of all public school students in grades K-12 in the State of Michigan for the 1977-78 school year. Included for each school district was the tax rate and local per-pupil revenues; the total number of pupils; the state equalized valuations (S.E.V.) per pupil for each political subdivision (township, village, city) within each school district; and the amount of per-pupil state aid (apportionment) paid to each school district. Additionally, the amount of assessed property values by property classification for each of 1,783 political subdivisions in the State of Michigan for 1977 was acquired. The data collected for school systems and the data concerning property valuations were combined to reflect the property classifications within each school district. Subsequently, a computer simulation was performed applying each of nine finance revision schemes to the 1977-78 data. The r4elationship between state equalized valuations of property and state aid per pupil was determined by computing a Person product-moment-correlation coefficient for the 1977-78 data and each of the nine proposals being investigated to determine equalizing tendencies. A test of the difference between correlation coefficients from two independent samples was performed to determine statistical significance of each analysis compared to 1977-78 data. A power analysis of each proposal was performed to determine effect size and practical significance. Major Findings. The Tisch and Siljander proposals would significantly reduce the equalizing effects of state aid to Michigan schools. Two variations of the Siljander proposal which specified a ceiling on the amount of eligible state aid were not significantly different from the 1977-78 finance method and could be substituted without changing the equalizing effects of state aid. At the same time, property tax reduction could be achieved. No improvement in the equalizing effects of state aid to Michigan schools would be realized by adoption of any of the nine finance… Advisors/Committee Members: Lyndon G. Furst, Fonda L. Chaffee, Mercedes H. Dyer.

Subjects/Keywords: Education; Taxation-State and Local

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APA (6^th Edition):

Hildebrand, D. R. (1979). The Effects of Selected Tax Reform and School Finance Proposals on the Equalizing Tendencies of State Aid to Michigan Public School Districts. (Thesis). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/439

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hildebrand, Dorothy R. “The Effects of Selected Tax Reform and School Finance Proposals on the Equalizing Tendencies of State Aid to Michigan Public School Districts.” 1979. Thesis, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/439.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hildebrand, Dorothy R. “The Effects of Selected Tax Reform and School Finance Proposals on the Equalizing Tendencies of State Aid to Michigan Public School Districts.” 1979. Web. 16 Feb 2019.

Vancouver:

Hildebrand DR. The Effects of Selected Tax Reform and School Finance Proposals on the Equalizing Tendencies of State Aid to Michigan Public School Districts. [Internet] [Thesis]. Andrews University; 1979. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/439.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hildebrand DR. The Effects of Selected Tax Reform and School Finance Proposals on the Equalizing Tendencies of State Aid to Michigan Public School Districts. [Thesis]. Andrews University; 1979. Available from: https://digitalcommons.andrews.edu/dissertations/439

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Illanz, Arnold W. Academic Persistence and Attrition Among Freshman Traditional and Non-Traditional Students at a Public Midwestern Commuter University.

Degree: PhD, Higher Education Administration PhD, 2002, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/464

► Problem. This research examined student background characteristics, student social and institutional integrations, and their relation to attrition rates of freshman students at a public… (more)

Subjects/Keywords: Education; Higher Education

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APA (6^th Edition):

Illanz, A. W. (2002). Academic Persistence and Attrition Among Freshman Traditional and Non-Traditional Students at a Public Midwestern Commuter University. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/464

Chicago Manual of Style (16^th Edition):

Illanz, Arnold W. “Academic Persistence and Attrition Among Freshman Traditional and Non-Traditional Students at a Public Midwestern Commuter University.” 2002. Doctoral Dissertation, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/464.

MLA Handbook (7^th Edition):

Illanz, Arnold W. “Academic Persistence and Attrition Among Freshman Traditional and Non-Traditional Students at a Public Midwestern Commuter University.” 2002. Web. 16 Feb 2019.

Vancouver:

Illanz AW. Academic Persistence and Attrition Among Freshman Traditional and Non-Traditional Students at a Public Midwestern Commuter University. [Internet] [Doctoral dissertation]. Andrews University; 2002. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/464.

Council of Science Editors:

Illanz AW. Academic Persistence and Attrition Among Freshman Traditional and Non-Traditional Students at a Public Midwestern Commuter University. [Doctoral Dissertation]. Andrews University; 2002. Available from: https://digitalcommons.andrews.edu/dissertations/464

15. Maitland, Janice P. The Effectiveness of the High-School Academic Program in Preparing Graduates for Post-Secondary Education as Perceived by Alumni From Four Seventh-day Adventist Senior High Schools in Canada.

Degree: PhD, Higher Education Administration PhD, 2001, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/554

► Problem. Questions have been raised regarding the preparation of high-school students for postsecondary studies. This study was designed to measure the effectiveness of… (more)

▼ Problem. Questions have been raised regarding the preparation of high-school students for postsecondary studies. This study was designed to measure the effectiveness of the high-school academic program in preparing graduates for postsecondary education as perceived by alumni from four Seventh-day Adventist senior high schools in Canada. Method. Respondents were asked to indicate their level of agreement for each of 18 statements on a Likert-type (survey) instrument, strongly disagree (1) to strongly agree (5), measured against a scale—I-2.5, minimally effective; 2.51-3.5, moderately effective; and 3.51-5, highly effective. Mean scores and standard deviation scores were calculated to answer the first research question. Four other research questions were answered by testing 90 hypotheses to determine their level of significance, using one-way Analysis of Variance (ANOVA). The standard set for rejecting the null hypotheses was any level of significance less than .05. The population size was 1,020, while the sample population was 204. Of the 204 survey forms that were mailed, a total of 82 respondents (29 males and 53 females) returned usable survey forms. Results. The respondents perceived the academic program as mostly moderately effective in preparing graduates for postsecondary studies. There was a difference in perception of library facilities based on ethnic origin (p < .008). There were differences in perception between those who did not take additional courses before attending college/university and those who took additional courses towards: library facilities (p < .005), study habits (p < .047), and academic preparation (p < .015). Differences in perception occurred between those who attended college/university immediately after high school and those who did not attend immediately, and between those who attended private postsecondary institutions and those who attended public postsecondary institutions only towards: academic preparation for postsecondary studies (p < .041) and (p < .001). Finally, those who attended public postsecondary institutions perceived that courses were too difficult (p < .011) in contrast to those who attended private postsecondary institutions. Conclusions. There is a great deal of homogeneity in perception among students who attended four of the nine Seventh-day Adventist senior high schools in Canada regarding the effectiveness of the high-school academic program. However, gender did not affect the perception of alumni. Advisors/Committee Members: Lyndon G. Furst, Shirley A. Freed, Paul Brantley.

Subjects/Keywords: Education; Educational Assessment, Evaluation, and Research

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APA (6^th Edition):

Maitland, J. P. (2001). The Effectiveness of the High-School Academic Program in Preparing Graduates for Post-Secondary Education as Perceived by Alumni From Four Seventh-day Adventist Senior High Schools in Canada. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/554

Chicago Manual of Style (16^th Edition):

Maitland, Janice P. “The Effectiveness of the High-School Academic Program in Preparing Graduates for Post-Secondary Education as Perceived by Alumni From Four Seventh-day Adventist Senior High Schools in Canada.” 2001. Doctoral Dissertation, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/554.

MLA Handbook (7^th Edition):

Maitland, Janice P. “The Effectiveness of the High-School Academic Program in Preparing Graduates for Post-Secondary Education as Perceived by Alumni From Four Seventh-day Adventist Senior High Schools in Canada.” 2001. Web. 16 Feb 2019.

Vancouver:

Maitland JP. The Effectiveness of the High-School Academic Program in Preparing Graduates for Post-Secondary Education as Perceived by Alumni From Four Seventh-day Adventist Senior High Schools in Canada. [Internet] [Doctoral dissertation]. Andrews University; 2001. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/554.

Council of Science Editors:

Maitland JP. The Effectiveness of the High-School Academic Program in Preparing Graduates for Post-Secondary Education as Perceived by Alumni From Four Seventh-day Adventist Senior High Schools in Canada. [Doctoral Dissertation]. Andrews University; 2001. Available from: https://digitalcommons.andrews.edu/dissertations/554

16. Williams, Patrick Antonio. Employability Skills in the Undergraduate Business Curriculum and Job Market Preparedness : Perceptions of Faculty and Final-Year Students in Five Tertiary Institutions.

Degree: PhD, Curriculum and Instruction PhD, 1998, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/1553

► Problem. For several decades educators, researchers, and employers have expressed concern about the quality of business graduates that are entering the workplace as entry-level… (more)

▼ Problem. For several decades educators, researchers, and employers have expressed concern about the quality of business graduates that are entering the workplace as entry-level professionals. The major concern of these stakeholders is that many students who are leaving tertiary institutions lack the necessary employability skills needed for career success. Therefore, the purpose of this study was to investigate if undergraduate schools of business are adequately preparing their students for the workplace through the incorporation of employability skills throughout the curriculum. To achieve this purpose, the study measured the perceptions of both final-year undergraduate business students and their professors to determine the extent to which they believe employability skills are important for future success in the workplace, the extent to which those skills are integrated in the curriculum, the degree to which students possess those skills and the strategies used to integrate those skills in the undergraduate business curriculum. Method. The population for this study consisted of 293 undergraduate students and 45 business school professors from five tertiary institutions in the states of Michigan, Indiana, and Tennessee. The study employed the survey research method to ascertain from students and their professors their perceptions of the extent to which employability skills are integrated in the undergraduate business curriculum. The data were analyzed using descriptive statistic and the t-test of two independent means. Results. Eight hypotheses were analyzed to ascertain from the students and professors their perceptions of employability skills in their undergraduate business curriculum. The findings suggested that students and faculty within each of the five institutions perceived employability skills to be important across the business core classes and the majors. The students and faculty within the five schools differed on the degree to which most of the skills were integrated, and the degree to which the students possessed the skills. Findings from the study also revealed that the institutions relied heavily on the lecture method and to a lesser degree group work to integrate employability skills across the curriculum. Conclusion. Based on the findings from the study, it seems that the five institutions are aware of the need for their students to be technically competent, as well as equipped with the necessary employability skills needed for success in the workplace. The institutions are making some effort to integrate most of the skills across the undergraduate business curriculum. However, greater effort needs to be made of experiential learning strategies that will make the classroom experience more reflective of the workplace. Advisors/Committee Members: Paul S. Brantley, Lyndon G. Furst, Annetta M. Gibson.

Subjects/Keywords: Business; Educational Assessment, Evaluation, and Research

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APA (6^th Edition):

Williams, P. A. (1998). Employability Skills in the Undergraduate Business Curriculum and Job Market Preparedness : Perceptions of Faculty and Final-Year Students in Five Tertiary Institutions. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1553

Chicago Manual of Style (16^th Edition):

Williams, Patrick Antonio. “Employability Skills in the Undergraduate Business Curriculum and Job Market Preparedness : Perceptions of Faculty and Final-Year Students in Five Tertiary Institutions.” 1998. Doctoral Dissertation, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/1553.

MLA Handbook (7^th Edition):

Williams, Patrick Antonio. “Employability Skills in the Undergraduate Business Curriculum and Job Market Preparedness : Perceptions of Faculty and Final-Year Students in Five Tertiary Institutions.” 1998. Web. 16 Feb 2019.

Vancouver:

Williams PA. Employability Skills in the Undergraduate Business Curriculum and Job Market Preparedness : Perceptions of Faculty and Final-Year Students in Five Tertiary Institutions. [Internet] [Doctoral dissertation]. Andrews University; 1998. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/1553.

Council of Science Editors:

Williams PA. Employability Skills in the Undergraduate Business Curriculum and Job Market Preparedness : Perceptions of Faculty and Final-Year Students in Five Tertiary Institutions. [Doctoral Dissertation]. Andrews University; 1998. Available from: https://digitalcommons.andrews.edu/dissertations/1553

17. Rutebuka, Athanase K. Job Satisfaction Among Teachers in Seventh-day Adventist Schools and its Relationship to Commitment and Selected Work Conditions.

Degree: PhD, Higher Education Administration PhD, 1996, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/674

► Problem. The Seventh-day Adventist Church in North America has evidenced concerns over young people losing their commitment to the church, to SDA schools, and… (more)

Subjects/Keywords: Christian Denominations and Sects; Education

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APA (6^th Edition):

Rutebuka, A. K. (1996). Job Satisfaction Among Teachers in Seventh-day Adventist Schools and its Relationship to Commitment and Selected Work Conditions. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/674

Chicago Manual of Style (16^th Edition):

Rutebuka, Athanase K. “Job Satisfaction Among Teachers in Seventh-day Adventist Schools and its Relationship to Commitment and Selected Work Conditions.” 1996. Doctoral Dissertation, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/674.

MLA Handbook (7^th Edition):

Rutebuka, Athanase K. “Job Satisfaction Among Teachers in Seventh-day Adventist Schools and its Relationship to Commitment and Selected Work Conditions.” 1996. Web. 16 Feb 2019.

Vancouver:

Rutebuka AK. Job Satisfaction Among Teachers in Seventh-day Adventist Schools and its Relationship to Commitment and Selected Work Conditions. [Internet] [Doctoral dissertation]. Andrews University; 1996. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/674.

Council of Science Editors:

Rutebuka AK. Job Satisfaction Among Teachers in Seventh-day Adventist Schools and its Relationship to Commitment and Selected Work Conditions. [Doctoral Dissertation]. Andrews University; 1996. Available from: https://digitalcommons.andrews.edu/dissertations/674

18. Melendez, Jose. Analysis of University Personnel's Perception of Institutional Factors Impacting Student Persistence/Retention.

Degree: PhD, Higher Education Administration PhD, 1998, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/570

► Problem. Universities are assessing which institutional efforts are most directly impacting student attrition. This study identified important institutional factors impacting student attrition/retention using university… (more)

▼ Problem. Universities are assessing which institutional efforts are most directly impacting student attrition. This study identified important institutional factors impacting student attrition/retention using university personnel. It also measured personnel perception of how satisfactorily addressed were institutional factors impacting student persistence. Methods. A quantitative survey methodology was used, and a survey instrument was developed and validated in the study. Tinto’s 1987 model of Student Departure and the Melendez model o f Transaction Satisfaction toward Student Persistence were used to guide the development of the instalment. The Melendez model was formulated as a rival hypothesis and an alternative tool for the study of student attrition. It posited that institutional efforts toward students’ academic and personal satisfaction have a direct impact on student persistence. The new model was used to interpret the results. The subjects were administrators, faculty, and professional staff and clerical/technical staff from a Midwestern public university The data were analyzed using factor and reliability analyses, analysis of variance, l-tests, multivariate and discriminant analyses. Results. Overall, the university personnel perceived the instrument items as important institutional factors impacting student retention. Conversely, they generally did not perceive the university’s efforts as highly satisfactorily address factors. The seven most important factors impacting student retention are academic advising, financial aid services, students’ commitment to their education, instructor’s effectiveness, students’ attitude toward education, administrators/faculty/staff caring about students’ progress, and students’ class attendance. The four most satisfactorily addressed institutional factors impacting student persistence were library services, registration services, campus safety and security services, and instructor effectiveness. Conclusions. Based on this study (1) the new instrument yielded adequate statistical results, (2) in general, university personnel perceived institutional factors impacting student retention as important and were generally not highly satisfied with the university’s efforts in addressing factors impacting student retention, (3) the data were adequately interpreted by the Melendez model, and (4) a similar study should be conducted to refine the instrument and to examine student retention from the perspective a customer/service transactional satisfaction relationship using both students and university personnel. Advisors/Committee Members: Lyndon G. Furst, Bernard M. Lall, Robert C. Schwab.

Subjects/Keywords: Educational Leadership; Higher Education

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APA (6^th Edition):

Melendez, J. (1998). Analysis of University Personnel's Perception of Institutional Factors Impacting Student Persistence/Retention. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/570

Chicago Manual of Style (16^th Edition):

Melendez, Jose. “Analysis of University Personnel's Perception of Institutional Factors Impacting Student Persistence/Retention.” 1998. Doctoral Dissertation, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/570.

MLA Handbook (7^th Edition):

Melendez, Jose. “Analysis of University Personnel's Perception of Institutional Factors Impacting Student Persistence/Retention.” 1998. Web. 16 Feb 2019.

Vancouver:

Melendez J. Analysis of University Personnel's Perception of Institutional Factors Impacting Student Persistence/Retention. [Internet] [Doctoral dissertation]. Andrews University; 1998. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/570.

Council of Science Editors:

Melendez J. Analysis of University Personnel's Perception of Institutional Factors Impacting Student Persistence/Retention. [Doctoral Dissertation]. Andrews University; 1998. Available from: https://digitalcommons.andrews.edu/dissertations/570

19. Clifford, Gerald Francis. The Importance of and Relationship Between Admissions Criteria for Undergraduate Students and the Management of the Office of Admissions in Seventh-day Adventist Institutions of Higher Education.

Degree: PhD, Higher Education Administration PhD, 1976, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/289

► Problem. The selection and admission of undergraduate students involves the admissions office in the responsibility of maintaining the delicate threefold balance of academic excellence… (more)

▼ Problem. The selection and admission of undergraduate students involves the admissions office in the responsibility of maintaining the delicate threefold balance of academic excellence and quality, institutional economic stability, and the provision of educational opportunity for all who wish to benefit by higher education. Obtaining the information necessary for the adequate and proper assessment of an applicant's eligibility for admission couples with attention to good management principles and practices in the office of admissions will strengthen and benefit the entire institution, and also enable the deserving student to obtain the education appropriate to his potential. It was the purpose of the study to analyze the evaluate the admissions criteria and the principles of management of the undergraduate admissions office in the colleges operate by the Seventh-day Adventist Church in North America. Method. The study involved the responses from a population of ninety-eight person involved in the admissions decision, and the responses from fifty-eight person employed in the admissions office. Two instruments were used. The first was designed to assess the relative importance awarded admissions criteria and requirements by admission officers and admissions committee members. The second determined the degree of adherence to accepted admissions office management principles by personal in the admissions office. They hypotheses projected in the study suggested four statistical procedures. The consistency of the responses, within an institution, was tested by an analysis of variance methodology to determine the reliability of the responses. The degree of importance awarded specific admissions criteria and the degree of adherence to specific statements of admissions office management principles were identified by the use of quartile values on all responses to a particular admissions criterion or management statement. Agreement between institutions on admissions criteria and on management principles was obtained by calculating the Pearson product-moment correlation coefficient (r) on the means of the responses. Finally, the institutions were ranked with respect to overall consistency of response within each institution on admissions criteria, and for consistency of response within each institution on admissions criteria, and for consistency of responses within each institution on admissions office management principles. Spearman's correlation coefficient (rho) was obtained as a measure of agreement between these two ranking. Results. Ten of twelve institutions met the stated criterion level of .71 on the consistency of response on admissions criteria by respondents in the same institution. Only one institution met the same criterion level on consistency of response on admissions office management principles and practice. On the twenty-nine admissions criteria and requirements assessed, respondents considered one academic and five non-intellective admissions criteria essential to the admissions… Advisors/Committee Members: Bernard M. Lall, Wilfred G. A. Futcher, Lyndon G. Furst.

Subjects/Keywords: Education; Higher Education

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APA (6^th Edition):

Clifford, G. F. (1976). The Importance of and Relationship Between Admissions Criteria for Undergraduate Students and the Management of the Office of Admissions in Seventh-day Adventist Institutions of Higher Education. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/289

Chicago Manual of Style (16^th Edition):

Clifford, Gerald Francis. “The Importance of and Relationship Between Admissions Criteria for Undergraduate Students and the Management of the Office of Admissions in Seventh-day Adventist Institutions of Higher Education.” 1976. Doctoral Dissertation, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/289.

MLA Handbook (7^th Edition):

Clifford, Gerald Francis. “The Importance of and Relationship Between Admissions Criteria for Undergraduate Students and the Management of the Office of Admissions in Seventh-day Adventist Institutions of Higher Education.” 1976. Web. 16 Feb 2019.

Vancouver:

Clifford GF. The Importance of and Relationship Between Admissions Criteria for Undergraduate Students and the Management of the Office of Admissions in Seventh-day Adventist Institutions of Higher Education. [Internet] [Doctoral dissertation]. Andrews University; 1976. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/289.

Council of Science Editors:

Clifford GF. The Importance of and Relationship Between Admissions Criteria for Undergraduate Students and the Management of the Office of Admissions in Seventh-day Adventist Institutions of Higher Education. [Doctoral Dissertation]. Andrews University; 1976. Available from: https://digitalcommons.andrews.edu/dissertations/289

20. MacDonald, Margaret Rae. The Contribution of Education, Experience, and Personal Characteristics on the Reflective Judgment of Students Preparing for School Administration.

Degree: PhD, Higher Education Administration PhD, 2003, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/541

► Problem. School administrators must use high levels of reasoning to deal with the complexities of today's educational system. Reflective thinking has proven to be… (more)

▼ Problem. School administrators must use high levels of reasoning to deal with the complexities of today's educational system. Reflective thinking has proven to be an effective administrative tool in problem solving, staff supervision, and school improvement, yet preparation programs for school administrators have limited knowledge about what contributes to reflective judgment in their students, thus making it difficult to develop curriculum and pedagogy to enhance reflection. Method. The Reflective Judgment Model provides the theoretical framework for this mixed methods research design that explores contributory variables that contribute to the reflective judgment of educational leadership students. The Reasoning about Current Issues Test measured reflective judgment, and the Experience and Background Inventory and Demographic Information Form measured experiential, educational, and personal characteristics of 128 educational leadership students. Two linear regression models determined the variables that contributed to the students' reflective judgment. Data were analyzed for reflective judgment level, and contributory variables were determined using two linear regressions. A semi-structured focus group of five high-scoring reflective thinkers provided information on what they believed contributed to their reflective judgment. Results. Reflective judgment levels ranged from pre-reflective to reflective with a mean level score of quasi-reflective. Six variables contributed to reflective judgment, accounting for 14% to 20% of the variability in reflective judgment. Internship and curriculum development class had a positive effect, while school achievement and number of educational leadership courses had a negative effect. Age positively effected reflective judgment, while aspiration level had a negative effect. Focus group studentsindicated that knowledge of multiple perspectives, influence of others, prior experiences, personal attributes, and social dynamics contributed to their reflective judgment. Conclusions. In the preparation of school administrators, educational leadership programs can enhance students' reasoning by providing a combination of experiences throughout their course of studies that offer opportunities to develop multiple perspectives, deal with "real life" issues, and be exposed to reflective role models through activities such as curriculum development and mentor-supported internships. The wide range of reflective judgment levels and lack of reflective thinking in the majority of the students indicates that it is important for educational leadership faculty to know about the development, assessment, and instruction of reflective judgment in order to more effectively move students to the reflective thinking level. Advisors/Committee Members: Lyndon G. Furst, Shirley A. Freed, Lester Horvath.

Subjects/Keywords: Education; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research

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APA (6^th Edition):

MacDonald, M. R. (2003). The Contribution of Education, Experience, and Personal Characteristics on the Reflective Judgment of Students Preparing for School Administration. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/541

Chicago Manual of Style (16^th Edition):

MacDonald, Margaret Rae. “The Contribution of Education, Experience, and Personal Characteristics on the Reflective Judgment of Students Preparing for School Administration.” 2003. Doctoral Dissertation, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/541.

MLA Handbook (7^th Edition):

MacDonald, Margaret Rae. “The Contribution of Education, Experience, and Personal Characteristics on the Reflective Judgment of Students Preparing for School Administration.” 2003. Web. 16 Feb 2019.

Vancouver:

MacDonald MR. The Contribution of Education, Experience, and Personal Characteristics on the Reflective Judgment of Students Preparing for School Administration. [Internet] [Doctoral dissertation]. Andrews University; 2003. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/541.

Council of Science Editors:

MacDonald MR. The Contribution of Education, Experience, and Personal Characteristics on the Reflective Judgment of Students Preparing for School Administration. [Doctoral Dissertation]. Andrews University; 2003. Available from: https://digitalcommons.andrews.edu/dissertations/541

21. Harrigan, Dion. A Descriptive Case Study of Teaching Teams at Lakeside Middle School.

Degree: PhD, Leadership PhD, 1999, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/428

► Problem. Much of current educational reform calls for teacher collaboration and teaming. These practices, however, are lacking in most middle schools. How do teams… (more)

▼ Problem. Much of current educational reform calls for teacher collaboration and teaming. These practices, however, are lacking in most middle schools. How do teams develop? Is there a prescribed pattern they must follow? What contributes to team growth? What are teachers' experiences as they collaborate? The answers to these questions are needed to facilitate effective teaming in schools. Purpose. The purpose of this dissertation was to examine and describe the experiences of five middle school teams. I focus on the perceptions of the teams in terms of their development and relations with each other. The study describes how teachers' experiences in teaming impact attitudes, satisfaction, strengths, growing points, and stages of team development. Method. Four core teaching teams at Lakeside Middle School were chosen because of their meaningful attempts to team. Using a case study approach, four core teams and one encore team were described using interviews, observation, a questionnaire, field notes, and artifacts. A rubric adapted from Development Dimensions International provided valuable descriptors of team processes from multiple perspectives. A cross case-analysis was used to analyze data from within and across the teams. Results and Conclusions.The teams at Lakeside Middle school experience teaming through camaraderie, benefitting students, and exchange of ideas and skills within the team. A unique style of co-leadership among the team veterans was another way the teams experienced teaming. The principal's support and guidance, though at times lacking, was seen as being important to the teams. Recommendations include specific areas the principle could assist in team development. Satisfaction was perceived as a vital part of the team's experience. Areas of strength include assimilating new team members, having a goal of helping students, adequate time, and ownership. Areas of growth were subject integration, and communication among teams. Teaming is an important part of the experiences and growth of individuals and teams at Lakeside Middle school. Despite the variety of ways in which teams operate at Lakeside, there is no fixed pattern or formula. What is important, is that they have found a way that works for them, and they are using it effectively. Advisors/Committee Members: Shirley A. Freed, Lyndon G. Furst, Janice Y. Watson.

Subjects/Keywords: Junior High, Intermediate, Middle School Education and Teaching; Teacher Education and Professional Development

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APA (6^th Edition):

Harrigan, D. (1999). A Descriptive Case Study of Teaching Teams at Lakeside Middle School. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/428

Chicago Manual of Style (16^th Edition):

Harrigan, Dion. “A Descriptive Case Study of Teaching Teams at Lakeside Middle School.” 1999. Doctoral Dissertation, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/428.

MLA Handbook (7^th Edition):

Harrigan, Dion. “A Descriptive Case Study of Teaching Teams at Lakeside Middle School.” 1999. Web. 16 Feb 2019.

Vancouver:

Harrigan D. A Descriptive Case Study of Teaching Teams at Lakeside Middle School. [Internet] [Doctoral dissertation]. Andrews University; 1999. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/428.

Council of Science Editors:

Harrigan D. A Descriptive Case Study of Teaching Teams at Lakeside Middle School. [Doctoral Dissertation]. Andrews University; 1999. Available from: https://digitalcommons.andrews.edu/dissertations/428

22. Lashley, Sylvan Alphonso. The Relationship Among Selected Variables Influencing Decision Making in the Roles of Public Community College Academic Deans.

Degree: EdD, Higher Education Administration EdD, 1981, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/510

► Problem. Much descriptive research has been undertaken on the academic dean's role which has been determined by the perceptions of significant others. Since the… (more)

▼ Problem. Much descriptive research has been undertaken on the academic dean's role which has been determined by the perceptions of significant others. Since the dean has had several categories of prescribed roles, scholars have tended to emphasize these roles and approach administrator-preparation from a prescriptive basis. This approach, though useful, ignores a crucial dimension – the variables, forces, or stimuli that impinge upon and influence the dean in his/her decision-making areas. An underlying issue that has been largely ignored is the relationship of environmental forces or stimuli and decision making areas – it has been unclear what relationship exists between decision making and the environment. An internal and an external dimension were suggested as categories under which several internal and external variables were grouped. The purpose of the study was to define and analyze the relationship among selected variables which influenced decision making in the academic dean's perception of his/her role in public community colleges in the states of Michigan, Illinois, Kentucky, and California. Methods. There were nine roles or decision-making areas, and eight internal-external variables or stimuli. Responses were elicited by presenting the internal-external variables as stimuli (that is, each respondent considered the internal-external variables when asked to judge how crucial were the stimuli in influencing decisions within particular roles). Responses were categorically scaled and values assigned for each of the internal-external roles over the nine roles. The Mann-Whitney U test was used to compare the relative ranks of the internal-external variables for each role to determine whether they were statistically and significantly different. Scale values for each role were inspected and the highest cluster in each role selected as indicative of the relative importance for that role. Kendall's coefficient of concordance, W, was used to estimate the consistency of the eight internal-external variables over the nine roles, and chi-square was utilized to determine whether responses differed statistically significantly when the classificatory variables of educational qualifications, educational field, and age were considered. Results. An appreciable percentage of academic deans possessed doctorates in higher education/educational administration and fell in the 39-55 age bracket; however, more deanswere above 55 than under 39. No significant differences occurred between the internal and external variables when each role was considered and an inspection of the scale values over all the roles produced Experiences Gained on the Job, Philosophy of Administration, and Local Community Needs as the most crucial variables influencing decision making. Academic deans with doctorates placed less emphasis on job descriptions than did deans without doctorates when engaging in academic counseling, but tended to place greater emphasis on formal preparation than did deans without… Advisors/Committee Members: Bernard M. Lall, Cedric C. Ward, Lyndon G. Furst.

Subjects/Keywords: Community College Education Administration; Education

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APA (6^th Edition):

Lashley, S. A. (1981). The Relationship Among Selected Variables Influencing Decision Making in the Roles of Public Community College Academic Deans. (Thesis). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/510

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lashley, Sylvan Alphonso. “The Relationship Among Selected Variables Influencing Decision Making in the Roles of Public Community College Academic Deans.” 1981. Thesis, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/510.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lashley, Sylvan Alphonso. “The Relationship Among Selected Variables Influencing Decision Making in the Roles of Public Community College Academic Deans.” 1981. Web. 16 Feb 2019.

Vancouver:

Lashley SA. The Relationship Among Selected Variables Influencing Decision Making in the Roles of Public Community College Academic Deans. [Internet] [Thesis]. Andrews University; 1981. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/510.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lashley SA. The Relationship Among Selected Variables Influencing Decision Making in the Roles of Public Community College Academic Deans. [Thesis]. Andrews University; 1981. Available from: https://digitalcommons.andrews.edu/dissertations/510

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

23. Flowers, Joseph Robert. Developing Life Skills : Perceptions of Graduates of the Adult, Non-Traditional Business and Management Programs at Indiana Wesleyan University.

Degree: PhD, Higher Education Administration PhD, 2003, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/367

► Problem. Indiana Wesleyan University teaches all of its adult courses using 10 skills as a foundation. This study determined the perceived attitudes of its… (more)

Subjects/Keywords: Adult and Continuing Education and Teaching; Higher Education

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APA (6^th Edition):

Flowers, J. R. (2003). Developing Life Skills : Perceptions of Graduates of the Adult, Non-Traditional Business and Management Programs at Indiana Wesleyan University. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/367

Chicago Manual of Style (16^th Edition):

Flowers, Joseph Robert. “Developing Life Skills : Perceptions of Graduates of the Adult, Non-Traditional Business and Management Programs at Indiana Wesleyan University.” 2003. Doctoral Dissertation, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/367.

MLA Handbook (7^th Edition):

Flowers, Joseph Robert. “Developing Life Skills : Perceptions of Graduates of the Adult, Non-Traditional Business and Management Programs at Indiana Wesleyan University.” 2003. Web. 16 Feb 2019.

Vancouver:

Flowers JR. Developing Life Skills : Perceptions of Graduates of the Adult, Non-Traditional Business and Management Programs at Indiana Wesleyan University. [Internet] [Doctoral dissertation]. Andrews University; 2003. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/367.

Council of Science Editors:

Flowers JR. Developing Life Skills : Perceptions of Graduates of the Adult, Non-Traditional Business and Management Programs at Indiana Wesleyan University. [Doctoral Dissertation]. Andrews University; 2003. Available from: https://digitalcommons.andrews.edu/dissertations/367

24. Snorrason, Erling Bernhard. Aims of Education in the Writings of Ellen White.

Degree: PhD, Religious Education, PhD, 2005, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/707

► Problem. Ellen White’s educational philosophy and its application to the aims of education have not been systematically or thoroughly addressed within the parameters and… (more)

▼ Problem. Ellen White’s educational philosophy and its application to the aims of education have not been systematically or thoroughly addressed within the parameters and demands of a graduate thesis. The present dissertation explores the aims of education, especially the ultimate aims of education, in the writings of Ellen G. White, one of the founders of the Seventh-day Adventist Church, and could be of value in assessing the present Seventh-day Adventist educational enterprise. Method. This dissertation is a description and an analysis of Ellen White’s concept of education as revealed by her understanding of the aims of education. It is a documentary study, an attempt to identify, describe, analyze, and evaluate White’s statements on the aims of education on the basis of her general philosophy, with a special emphasis on epistemology. For a selected context, the educational ideas of Herbert Spencer, John Dewey, and the Manual Education movements were examined. Conclusions. The study reveals that the ultimate aims of education in the thinking of Spencer and Dewey were focused on the “complete living” and the maximum development and growth of the individual and society. These were based on their ultimate epistemological aim, namely, science, that is, scientific knowledge obtained by the scientific method. White’s ultimate aim of education is the restoration of the image of God in the human being. The chief elements in her concept of the image of God are freedom of choice, dignity, individuality, and a character of love expressed in unselfish service to God and fellow human beings. Such character includes the development of the whole being for service. The ultimate epistemological aim of education, a personal and experiential knowledge of God, is indispensable to the ultimate metaphysical and axiological educational aim, the restoration of the image of God in the human being. This ultimate aim of education is not static, but dynamic. The human being will reflect this image, the glory of God, more and more fully throughout eternity. Advisors/Committee Members: John V. G. Matthews, Lyndon G. Furst, Jerry A. Moon.

Subjects/Keywords: Christian Denominations and Sects; Education

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APA (6^th Edition):

Snorrason, E. B. (2005). Aims of Education in the Writings of Ellen White. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/707

Chicago Manual of Style (16^th Edition):

Snorrason, Erling Bernhard. “Aims of Education in the Writings of Ellen White.” 2005. Doctoral Dissertation, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/707.

MLA Handbook (7^th Edition):

Snorrason, Erling Bernhard. “Aims of Education in the Writings of Ellen White.” 2005. Web. 16 Feb 2019.

Vancouver:

Snorrason EB. Aims of Education in the Writings of Ellen White. [Internet] [Doctoral dissertation]. Andrews University; 2005. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/707.

Council of Science Editors:

Snorrason EB. Aims of Education in the Writings of Ellen White. [Doctoral Dissertation]. Andrews University; 2005. Available from: https://digitalcommons.andrews.edu/dissertations/707

25. Wright, Wayne K. A Study of Self-Concept of Hearing-Impaired Students as Compared to the Self-Concept of Normal-Hearing Students.

Degree: EdD, Counseling Psychology, Ph.D., 1981, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/1564

► Problem. One of the important problems for the handicapped child is whether he can develop an adequate self-concept. This is a significant problem for… (more)

▼ Problem. One of the important problems for the handicapped child is whether he can develop an adequate self-concept. This is a significant problem for the hearing-impaired child in a regular school setting. If the development of self-concept is contingent upon the ability to express needs, wants, and desires, what is the self-concept of a child who cannot describe his feelings? The present study attempts to measure the self-concepts of the hearing-impaired students and to compare them to the self-concepts of the hearing students. Method. The Piers-Harris Children's Self-Concept Scale was used to evaluate the self-concepts of 926 students of the Berrien County Day Program for Hearing-Impaired and the Berrien Springs Public Schools. Sixty-nine hearing-impaired and 857 hearing students in grades six through twelve were tested. A t-test was used to compare the means of the hearing-impaired and the hearing for each grade, the middle school, and the high school. Results. There were no significant differences (p < .05) between the self-concept means for the hearing-impaired and the hearing students. Also, there were no significant differences (p < .05) between the national norm as established by the Piers-Harris Children's Self-Concept Scale and the means for the hearing-impaired and the hearing students. Conclusions. The hearing and the hearing-impaired students have self-concepts that are not significantly different. These means are also not significantly different from the national norm as established by the Piers-Harris Children's Self-Concept Scale. The eighth- and ninth-grade hearing students tend to have a higher self-concept with regard to happiness and satisfaction. The eighth- and ninth-grade hearing-impaired students tend to have a higher self-concept with regard to happiness and satisfaction and physical appearance and attitude than the high school hearing-impaired students do. The hearing students and the hearing-impaired students have many self-concept factors that are very similar. The range of the self-concept scores for each group of hearing-impaired and hearing students is similar. Advisors/Committee Members: Mercedes H. Dyer, Lyndon G. Furst, Peter Blitchington.

Subjects/Keywords: Psychology; School Psychology; Speech Pathology and Audiology

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APA (6^th Edition):

Wright, W. K. (1981). A Study of Self-Concept of Hearing-Impaired Students as Compared to the Self-Concept of Normal-Hearing Students. (Thesis). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1564

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wright, Wayne K. “A Study of Self-Concept of Hearing-Impaired Students as Compared to the Self-Concept of Normal-Hearing Students.” 1981. Thesis, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/1564.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wright, Wayne K. “A Study of Self-Concept of Hearing-Impaired Students as Compared to the Self-Concept of Normal-Hearing Students.” 1981. Web. 16 Feb 2019.

Vancouver:

Wright WK. A Study of Self-Concept of Hearing-Impaired Students as Compared to the Self-Concept of Normal-Hearing Students. [Internet] [Thesis]. Andrews University; 1981. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/1564.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wright WK. A Study of Self-Concept of Hearing-Impaired Students as Compared to the Self-Concept of Normal-Hearing Students. [Thesis]. Andrews University; 1981. Available from: https://digitalcommons.andrews.edu/dissertations/1564

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

26. Bissell, H. LeVerne. The Relationship of Leadership Characteristics of Academic Deans in Seventh-day Adventist Colleges and Universities to their Performance Levels as Perceived by Educational Administrators and Faculties.

Degree: PhD, Higher Education Administration EdD, 1977, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/230

► Problem. The research literature in educational administration describes few studies directed toward identifying the relationship of specific characteristics of administrators to their performance levels.… (more)

▼ Problem. The research literature in educational administration describes few studies directed toward identifying the relationship of specific characteristics of administrators to their performance levels. Yet such research would be useful in providing information relevant to the educational preparation and selection- of administrators and of value to practicing administrators. The purpose of this study was to Identify the relationship of the leadership characteristics of academic deans in Seventh-day Adventist colleges and universities to their performance levels. Method. Six research hypotheses were formulated for determining the relationship between the deans' performance levels and their leadership characteristics and for testing the differences between selected groups of deans with regards to leadership characteristics and performance. Eight North American and sixteen overseas institutions participated in the study. The deans' leadership characteristics were rated by 196 respondents including subordinates of the dean and randomly selected departmental chairpersons and/or faculty members. Their performance was evaluated by 209 respondents including superordinates, peers, and randomly selected departmental chairpersons and/or faculty members. Two instruments were used in the study. The Leader Behavior Description Questionnaire— Form XII (LBDQ) developed at Ohio State University was used to assess twelve leadership character istics of the deans. The researcher prepared the Academic Dean's Functions Questionnaire (ADFQ) to determine the expected functions of the dean at each institution and to evaluate the dean's performance of each expected function. Spearman's coefficient of rank correlation rho (p) was used to determine the relationship of the deans' ranking by median scores on the ADFQ to their ranking by median scores on each characteristic of the LBDQ. The mean scores on the LBDQ were examined for significant differences between the following groups of deans: (1)the upper third in performance versus the lower third, (2) the upper half of the North American deans in performance versus the upper half of the overseas deans, and (3) the recently appointed deans versus those who had served for one year or longer in their present positions. Factor analysis was used to reduce the twelve character istics of the LBDQ to two dimensions of leadership and varimax rotation was performed to determine the loadings of each characteristic on these factors. Results. The following eight characteristics listed in the order of the strength of the relationship were significantly related to the deans' performance levels: Predictive Accuracy, Demand Reconciliation, Initiating Structure, Role Assumption, Persuasiveness, Superior Orientation, Integration,and Consideration. There were significant differences in the mean scores of high and low performance deans on all of these same characteristics except Superior Orientation. Recently appointed deans exhibited significantly more… Advisors/Committee Members: Rudolf E. Klimes, Lyndon G. Furst, Ruth Murdoch.

Subjects/Keywords: Education; Higher Education

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APA (6^th Edition):

Bissell, H. L. (1977). The Relationship of Leadership Characteristics of Academic Deans in Seventh-day Adventist Colleges and Universities to their Performance Levels as Perceived by Educational Administrators and Faculties. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/230

Chicago Manual of Style (16^th Edition):

Bissell, H LeVerne. “The Relationship of Leadership Characteristics of Academic Deans in Seventh-day Adventist Colleges and Universities to their Performance Levels as Perceived by Educational Administrators and Faculties.” 1977. Doctoral Dissertation, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/230.

MLA Handbook (7^th Edition):

Bissell, H LeVerne. “The Relationship of Leadership Characteristics of Academic Deans in Seventh-day Adventist Colleges and Universities to their Performance Levels as Perceived by Educational Administrators and Faculties.” 1977. Web. 16 Feb 2019.

Vancouver:

Bissell HL. The Relationship of Leadership Characteristics of Academic Deans in Seventh-day Adventist Colleges and Universities to their Performance Levels as Perceived by Educational Administrators and Faculties. [Internet] [Doctoral dissertation]. Andrews University; 1977. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/230.

Council of Science Editors:

Bissell HL. The Relationship of Leadership Characteristics of Academic Deans in Seventh-day Adventist Colleges and Universities to their Performance Levels as Perceived by Educational Administrators and Faculties. [Doctoral Dissertation]. Andrews University; 1977. Available from: https://digitalcommons.andrews.edu/dissertations/230

27. David, Simon Gurushantappa. Financing Universal Compulsory Free Elementary Education in India.

Degree: PhD, Higher Education Administration PhD, 1980, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/317

► Problem: There is a definite desire and demand from the people of India for elementary educational opportunities for all children. Since not all children… (more)

▼ Problem: There is a definite desire and demand from the people of India for elementary educational opportunities for all children. Since not all children between six and fourteen years of age are able to attend school, it is essential to know why. This study examined some of the factors which tended to influence the financial ability of the government to provide a sufficient number of schools so that all children may attend. Data Collection, Methods, and Procedures: Data has been collected from a review of selected resource material which answer the following questions: What is India presently spending on elementary education? What could India afford to spend annually for implementing universal elementary education? How much money is required to place all children into a school system? What other factors interfere with the potential financial resources which cannot be assigned to promote elementary education? Important findings: Under existing conditions, India is doing reasonably well regarding economic progress; but it could be improved considerable if all the available resources, manpower, and material were utilized to the maximum, thus greatly increasing the Gross National Product (GNP). Unfortunately, concerted effort from all concerned is greatly lacking. The caste and class-biased society is not single-minded, hence it fizzles out into different directions with very little improvement. The well-developed nations like the United Kingdom invest 6.2 percent of its GNP in education, USSR 7.00 percent, Japan 5.2 percent, and other developed countries an average of 4.5 percent, whereas India invested an average of 3 percent of its GNP in education. If India would invest 6 percent or more of its GNP to education, it could place all the children in school by 2000 A.D. If it does not, however, it may not be able to bring all the children into the school system. This is due to an increase in the population of more than ten million children per year, and the lack of available financial resources to educate them. At present, in addition to the children who are already in elementary school, the educational system absorbs an additional four million children from grades (standard) 1 to 8 each year, but six million children are left out of the school system every year. These are being added to the list of illiterates. Furthermore, unless the birth rate is considerably reduced soon, the increased GNP evident in the 1980s will be consumed by the increasing number of children and by other cultural factors – i.e.., the destruction of one-third of the annual harvest of food. If this large quantity of food grain were conserved, it would undoubtedly support the entire elementary educational program in the country. Conclusions: Thus far the elementary-school system has boosted the enrollment in schools, but the educational authorities have not paid attention to retain those who have enrolled nor to control the dropout rate. It is time to enforce attendance laws in the public school… Advisors/Committee Members: Bernard M. Lall, Lyndon G. Furst, Wilfred Liske.

Subjects/Keywords: Elementary Education and Teaching; Finance and Financial Management

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

David, S. G. (1980). Financing Universal Compulsory Free Elementary Education in India. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/317

Chicago Manual of Style (16^th Edition):

David, Simon Gurushantappa. “Financing Universal Compulsory Free Elementary Education in India.” 1980. Doctoral Dissertation, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/317.

MLA Handbook (7^th Edition):

David, Simon Gurushantappa. “Financing Universal Compulsory Free Elementary Education in India.” 1980. Web. 16 Feb 2019.

Vancouver:

David SG. Financing Universal Compulsory Free Elementary Education in India. [Internet] [Doctoral dissertation]. Andrews University; 1980. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/317.

Council of Science Editors:

David SG. Financing Universal Compulsory Free Elementary Education in India. [Doctoral Dissertation]. Andrews University; 1980. Available from: https://digitalcommons.andrews.edu/dissertations/317

28. Caraker, Sharron A. A Descriptive Multiple Case Study of Three Elementary Schools in Project Homecoming, the Inclusion Program Within the Dallas Independent School District.

Degree: EdD, Higher Education Administration EdD, 1995, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/261

► Topic. The focus of this study was the actions, policies, and procedures used in the successful implementation of an inclusion program in three elementary… (more)

▼ Topic. The focus of this study was the actions, policies, and procedures used in the successful implementation of an inclusion program in three elementary schools participating in Project Homecoming within the Dallas Independent School District. I was interested in how these actions, policies, and procedures affected the different groups within the schools – students, parents, certified staff, and non-certified staff as well. The data gathered in this study should be useful to other school districts in the process of developing an inclusion program in the elementary school. Purpose. The purpose of this study was to identify the actions, policies, and procedures needed to implement a successful inclusion program. General Methodology. This study is a descriptive multiple case study of three of the elementary schools that are a part of the Project Homecoming in the Dallas Independent School District, Dallas, Texas. I reviewed documents associated with the "Homecoming" Project and conducted interviews and observations. The school administrators and program administrators were interviewed. "Homecoming" teachers and support personnel within the participating schools were interviewed, as well as students and their parents. An interview guide was formulated. The case study was piloted at a private school involved in the implementation of an inclusion program. Results. After the first year of implementing the program there were very few actions, policies, and procedures at the District level. The schools participating in the program did not implement any specific actions, policies, and procedures relative to Project Homecoming other than establishing school planning teams and including special-needs children in theregular classroom. The attitude of the staff and the commitment of the local schoolbuilding administrator were contributors to the success of this program after the initial implementation. The District was unable to carry through with extensive training and support services from the central office. Conclusions. Before implementing an inclusion program, school districts should be sure that all populations of the school community are committed to inclusion. The district should also be sure that funding is provided for staff development and support staff. Advisors/Committee Members: Bernard M. Lall, Lyndon G. Furst, Luanne J. Bauer.

Subjects/Keywords: Disability and Equity in Education; Education

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APA (6^th Edition):

Caraker, S. A. (1995). A Descriptive Multiple Case Study of Three Elementary Schools in Project Homecoming, the Inclusion Program Within the Dallas Independent School District. (Thesis). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/261

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Caraker, Sharron A. “A Descriptive Multiple Case Study of Three Elementary Schools in Project Homecoming, the Inclusion Program Within the Dallas Independent School District.” 1995. Thesis, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/261.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Caraker, Sharron A. “A Descriptive Multiple Case Study of Three Elementary Schools in Project Homecoming, the Inclusion Program Within the Dallas Independent School District.” 1995. Web. 16 Feb 2019.

Vancouver:

Caraker SA. A Descriptive Multiple Case Study of Three Elementary Schools in Project Homecoming, the Inclusion Program Within the Dallas Independent School District. [Internet] [Thesis]. Andrews University; 1995. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/261.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Caraker SA. A Descriptive Multiple Case Study of Three Elementary Schools in Project Homecoming, the Inclusion Program Within the Dallas Independent School District. [Thesis]. Andrews University; 1995. Available from: https://digitalcommons.andrews.edu/dissertations/261

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

29. Greenway, Merle A. Selected Personality Constructs as Correlates of Personnel Appointment, Appraisal, and Mobility in Seventh-day Adventist Schools.

Degree: EdD, Higher Education Administration EdD, 1981, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/407

► Problem. Despite tentative postulations and explorations of the person/job interaction, the specific relationships between personality and occupational behavior are not clearly understood. In particular,… (more)

▼ Problem. Despite tentative postulations and explorations of the person/job interaction, the specific relationships between personality and occupational behavior are not clearly understood. In particular, the relationships between human temperament and various aspects of personnel administration in an educational setting are generally unknown. The purpose of this study was to profile the temperament traits of professional educators in the Seventh-day Adventist school system, grouped on the basis of occupationally relevant selection variables; and to investigate the role of personality as it relates to personnel appointment, appraisal, and mobility. Method. A demographic questionnaire and the Temperament Inventory were administered to 486 teachers, teacher/principals, principals, supervisors, and superintendents in nine local conference school systems of the Seventh-day Adventist Church. Phlegmatic, sanguine, choleric, and melancholy traits were profiled for selected subgroups and statistically compared using Cattell's Coefficient of Pattern Similarity. Significant correlations were subjected to graphic comparisons as well. Results. Significant similarities and/or dissimilarities in personality emerged when profiles were contrasted on the bases of sex, professional position, perceived recruiter, preferred school size, rated competence, advancement status, and records of job stability. No significant results were observed when profiles were compared on the bases of geographic region, years of experience, assigned grade levels, assigned school size, and administrator/employee similarity. Conclusions. Analyses of the data prompted eighteen conclusions relative to the purpose for which the study was conducted. Each was generalized only to the population described for the study (i.e., K-10 Seventh-day Adventist educators of non-black conferences in North America). (1) Adventist educators collectively exhibit a choleric/phlegmatic personality. (2) Male and female educators collectively differ in personality. (3) The population is geographically and experientially heterogenous. (4) The population is highly mobile. (5) Teaching and non-teaching personnel differ significantly in personality. (6) Personality is significantly correlated with professional position. (7) No meaningful relationship exists between personality and years of experience. (8) No meaningful relationship exists between the personalities of educators and the personalities of the individuals responsible for hiring them. (9) The personalities of educators who strongly perceive that "the Lord" recruited them differ significantly from the personalities of individuals recruited by men. (10) No meaningful relationship exists between the personalities of teachers and the grade levels to which they are assigned. (11) No meaningful relationship exists between the personalities of educators and the size of school to which they are assigned. (12) The personalities of educators expressing a preference for one-teacher schools differ significantly… Advisors/Committee Members: Lyndon G. Furst, Bernard M. Lall, Cedric C. Ward.

Subjects/Keywords: Seventh-day Adventists – Education; Other Educational Administration and Supervision; Sociology

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APA (6^th Edition):

Greenway, M. A. (1981). Selected Personality Constructs as Correlates of Personnel Appointment, Appraisal, and Mobility in Seventh-day Adventist Schools. (Thesis). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/407

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Greenway, Merle A. “Selected Personality Constructs as Correlates of Personnel Appointment, Appraisal, and Mobility in Seventh-day Adventist Schools.” 1981. Thesis, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/407.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Greenway, Merle A. “Selected Personality Constructs as Correlates of Personnel Appointment, Appraisal, and Mobility in Seventh-day Adventist Schools.” 1981. Web. 16 Feb 2019.

Vancouver:

Greenway MA. Selected Personality Constructs as Correlates of Personnel Appointment, Appraisal, and Mobility in Seventh-day Adventist Schools. [Internet] [Thesis]. Andrews University; 1981. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/407.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Greenway MA. Selected Personality Constructs as Correlates of Personnel Appointment, Appraisal, and Mobility in Seventh-day Adventist Schools. [Thesis]. Andrews University; 1981. Available from: https://digitalcommons.andrews.edu/dissertations/407

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

30. Schmidt, Frederick J. The Michigan School Board Member, Delegate or Trustee? : His/Her Personal Characteristics and Attitudes Toward Current Educational Concerns.

Degree: EdD, Higher Education Administration EdD, 1980, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/686

► Problem. There were two main purposes associated with this study. The first purpose was to develop a demographic profile giving a number of personal… (more)

▼ Problem. There were two main purposes associated with this study. The first purpose was to develop a demographic profile giving a number of personal characteristics of the citizens who serve as school board members. There was a two-way cross-analysis made of many of the personal characteristics to determine any significant relationship. The second purpose was to determine how Michigan school board members rank eighteen current educational concerns. A two-way cross-analysis was made between the ranking given by various sub-groups of board members (example: the ranking of the concerns by males and females) to determine if there was a significant relationship between the ranking given by each sub-group. School board members have characteristics. Which characteristics are most dominant? Do school board members with certain characteristics rank educational concerns in a similar manner? Are personal characteristics significantly important in determining how school board members will rank educational concerns? These questions were investigated in this study. Data Collection, Methods and Procedure. Data were collected by means of a mailed questionnaire from a sample of 351 school board members. The sample was selected by a random method from a total population of approximately 4,250 board members. Replies were received from 315 or approximately 90 percent of the total sample members. The survey was completed during April and May 1979. The data were tabulated, analyzed, and tested by use of the computer using several statistical procedures and tests. Major Findings. The composition of Michigan school board members did not appear to represent a cross section of the general population of the state. Board members appeared to be better educated, had a higher-than-average annual household income, were more dominantly employed in management-oriented positions and were more conservative on political issues than the general population. Seventy-five percent of the members were males and only 4 percent were Non- Caucasian in a state that in 1975-76 had an 18 percent minority school population. Sixty-five percent of the school board members, when asked to choose one of two points of view indicating how they reached decisions , indicated that they voted on the basis of their own convictions rather than on what they perceived their constituency as wanting. They thus indicated a "trustee-type" position. However, there did not appear to be any significant relationship between the "trustee-type" position and any personal characteristics of the board members, nor in the manner in which the board members ranked the eighteen current educational concerns. Michigan school board members did rank the eighteen current educational concerns significantly different than did the general population as revealed in the 1978 Gallup Poll. The highest educational concern of Michigan school board members was "integration/busing." This was the fourth highest concern in the Gallup Poll. Conclusions. While Michigan school board members… Advisors/Committee Members: Bernard M. Lall, Lyndon G. Furst, Reger Smith.

Subjects/Keywords: Education; Work, Economy and Organizations

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Schmidt, F. J. (1980). The Michigan School Board Member, Delegate or Trustee? : His/Her Personal Characteristics and Attitudes Toward Current Educational Concerns. (Thesis). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/686

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Schmidt, Frederick J. “The Michigan School Board Member, Delegate or Trustee? : His/Her Personal Characteristics and Attitudes Toward Current Educational Concerns.” 1980. Thesis, Andrews University. Accessed February 16, 2019. https://digitalcommons.andrews.edu/dissertations/686.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Schmidt, Frederick J. “The Michigan School Board Member, Delegate or Trustee? : His/Her Personal Characteristics and Attitudes Toward Current Educational Concerns.” 1980. Web. 16 Feb 2019.

Vancouver:

Schmidt FJ. The Michigan School Board Member, Delegate or Trustee? : His/Her Personal Characteristics and Attitudes Toward Current Educational Concerns. [Internet] [Thesis]. Andrews University; 1980. [cited 2019 Feb 16]. Available from: https://digitalcommons.andrews.edu/dissertations/686.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Schmidt FJ. The Michigan School Board Member, Delegate or Trustee? : His/Her Personal Characteristics and Attitudes Toward Current Educational Concerns. [Thesis]. Andrews University; 1980. Available from: https://digitalcommons.andrews.edu/dissertations/686

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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