You searched for +publisher:"Western Kentucky University" +contributor:("Barbara Burch").
Showing records 1 – 26 of
26 total matches.
Western Kentucky University
1.
Hines, Lynn A.
National Board for Professional Teaching Standards Certification and Teacher Self-Efficacy.
Degree: EdD, Educational Leadership Doctoral Program, 2013, Western Kentucky University
URL: https://digitalcommons.wku.edu/diss/46 
► Due to No Child Left Behind (NCLB) and state-level mandates, an economic and moral imperative requires educators today to not only accommodate differences in…
(more)
▼ Due to No Child Left Behind (NCLB) and state-level mandates, an economic and moral imperative requires educators today to not only accommodate differences in learning rates and allow extra time for students to experience success, teachers must foster in students the belief that success is within their reach if they keep trying. These new expectations for student learning are clashing with old conceptions of teaching and outmoded approaches and structures for teacher practices. Given the new mission of schools, finding strong models of professional development is imperative. The National Board for Professional Teaching Standards (NBPTS) is a promising model. Self-efficacy, the belief teachers’ possess about their competency to impact student learning, changes teacher performance by influencing their intentions. This leads to the assumption that the higher a teacher’s sense of self-efficacy, the greater a teacher’s perseverance in the face of challenging instructional contexts and the higher the chance that the pursued instructional strategy will be performed successfully. This research validates that National Board Certified Teachers (NBCTS) report higher levels of selfefficacy than their non-National Board Certified Teacher colleagues. NBCTs also reported a higher participation in leadership roles than teachers who do not participate in the National Board Certification program. The research may provide an explicit link between professional development and self-efficacy that may result in a paradigm shift in what productive professional development should entail.
Advisors/Committee Members: Gary Houchens (Director), Barbara Burch, Rebecca Stobaugh.
Subjects/Keywords: Professional Development; Teacher Quality; Student Achievement; Teaching Standards; Teaching Certification; Student Learning; Curriculum and Instruction; Education; Educational Administration and Supervision; Elementary and Middle and Secondary Education Administration
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hines, L. A. (2013). National Board for Professional Teaching Standards Certification and Teacher Self-Efficacy. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/46
Chicago Manual of Style (16th Edition):
Hines, Lynn A. “National Board for Professional Teaching Standards Certification and Teacher Self-Efficacy.” 2013. Doctoral Dissertation, Western Kentucky University. Accessed February 19, 2019.
https://digitalcommons.wku.edu/diss/46.
MLA Handbook (7th Edition):
Hines, Lynn A. “National Board for Professional Teaching Standards Certification and Teacher Self-Efficacy.” 2013. Web. 19 Feb 2019.
Vancouver:
Hines LA. National Board for Professional Teaching Standards Certification and Teacher Self-Efficacy. [Internet] [Doctoral dissertation]. Western Kentucky University; 2013. [cited 2019 Feb 19].
Available from: https://digitalcommons.wku.edu/diss/46.
Council of Science Editors:
Hines LA. National Board for Professional Teaching Standards Certification and Teacher Self-Efficacy. [Doctoral Dissertation]. Western Kentucky University; 2013. Available from: https://digitalcommons.wku.edu/diss/46
Western Kentucky University
2.
Clayton, Dana D.
Factors and Influences Contributing to the College Selection Decision of High Achieving High School Seniors.
Degree: EdD, Educational Leadership Doctoral Program, 2013, Western Kentucky University
URL: https://digitalcommons.wku.edu/diss/49
► The purpose of this study was to gain a better understanding of how high achieving high school seniors navigate the college search process and…
(more)
▼ The purpose of this study was to gain a better understanding of how high achieving high school seniors navigate the college search process and ultimately make a decision to attend a particular institution. Specifically, it considered how institutional reputation contributes within the search process and how students consider the influence of others such as parents, friends, etc. Students enrolled in AP or Honors courses at three private and one charter school in southwestern Indiana were administered the College Exploration Questionnaire (CEQ) in the final weeks of their senior year. The CEQ measured the level of importance students placed on various academic and non-academic factors of college. It also identified the top three reasons why a student selected a public or private institution. Based on a sample of 114 students, 67% indicated they planned to attend a public institution and 33% a private institution. Both groups placed the highest degree of importance on the quality of the academic program and identified it as the number one reason for selecting a particular institution. However, further analysis of the data revealed that students selecting private colleges placed a higher level of importance on three academic elements associated with academic quality: student/faculty ratio, international emphasis in the curriculum, and academic support services. In addition, students selecting private colleges placed a higher level of importance on the values promoted by the institution than those promoted by their counterparts. Students selecting public institutions considered cost to be more important in their final decision and also placed a higher value of importance on location, winning athletic programs, and their friends’ opinions of the institution. This research found that students selecting public and private institutions place varying degrees of importance on elements comprising institutional reputation. It also found that the opinion of their peers was significantly more important to students choosing public institutions than those choosing privates. This information can be helpful to enrollment managers and higher education marketers as recruitment and marketing plans are developed for both types of institutions.
Advisors/Committee Members: Barbara Burch (Director), Monica Burke, Lora Becker, Dean Kahler.
Subjects/Keywords: Institutional Reputation; Universities and Colleges; College Choice; Higher Education-Marketing; Education; Higher Education; International and Comparative Education
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Clayton, D. D. (2013). Factors and Influences Contributing to the College Selection Decision of High Achieving High School Seniors. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/49
Chicago Manual of Style (16th Edition):
Clayton, Dana D. “Factors and Influences Contributing to the College Selection Decision of High Achieving High School Seniors.” 2013. Doctoral Dissertation, Western Kentucky University. Accessed February 19, 2019.
https://digitalcommons.wku.edu/diss/49.
MLA Handbook (7th Edition):
Clayton, Dana D. “Factors and Influences Contributing to the College Selection Decision of High Achieving High School Seniors.” 2013. Web. 19 Feb 2019.
Vancouver:
Clayton DD. Factors and Influences Contributing to the College Selection Decision of High Achieving High School Seniors. [Internet] [Doctoral dissertation]. Western Kentucky University; 2013. [cited 2019 Feb 19].
Available from: https://digitalcommons.wku.edu/diss/49.
Council of Science Editors:
Clayton DD. Factors and Influences Contributing to the College Selection Decision of High Achieving High School Seniors. [Doctoral Dissertation]. Western Kentucky University; 2013. Available from: https://digitalcommons.wku.edu/diss/49
Western Kentucky University
3.
Hall, Terry Ryan.
Saudi Male Perceptions of Study in the United States: An Analysis of King Abdullah Scholarship Program Participants.
Degree: EdD, Educational Leadership Doctoral Program, 2013, Western Kentucky University
URL: https://digitalcommons.wku.edu/diss/50
► The Saudi Arabian Government’s establishment of the multi-billion dollar King Abdullah Scholarship Program (KASP), which sends students abroad for language training and university study,…
(more)
▼ The Saudi Arabian Government’s establishment of the multi-billion dollar King Abdullah Scholarship Program (KASP), which sends students abroad for language training and
university study, is responsible for tens of thousands of Saudi men studying in the United States. With the extension of the program through 2020, it is critical that education leaders in higher education and stakeholders at all levels understand the challenges and opportunities presented by this group increasingly populating American classrooms. Several studies have been conducted on international students in the U.S. over the years with just a few focusing on Saudi students specifically. There is a need for research that seeks to understand Saudi students in the U.S. now that the scholarship program has matured several years. The goals of this grounded theory study were to ascertain the rationale Saudi men in the KASP use to elect to study in the United States, how their experiences studying in the United States have affected their perceptions and aligned with their expectations, and to determine if the experiences and changes in beliefs and perceptions are aligned with the Saudi government’s stated goals for the scholarship program. This study utilized a qualitative, grounded theory approach in order to ascertain the pertinent information related to Saudi students studying in the United States. Twelve Saudi men agreed to participate, and each of them ultimately participated in an hour-long, face-to-face interview. Five key patterns were identified from the research and interviews, and each of these patterns had 3-4 themes for a total of 17 themes. The patterns and themes focused on the rationale for Saudi men studying in the United States and the special issues presented by the KASP when it comes to choosing to study abroad. The study also reveals a considerable amount of understanding the men are gaining about their own culture as a result of study in the United States, the academic challenges due to a lack of preparation, particularly in reading and writing, and some concerns Saudi men have about the outcomes of the KASP.
Advisors/Committee Members: Barbara Burch (Director), Alex Poole, Ric Keaster.
Subjects/Keywords: International Education; Higher Education; Student Services; Acculturation; Education; Educational Assessment, Evaluation, and Research; Higher Education; International and Comparative Education
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hall, T. R. (2013). Saudi Male Perceptions of Study in the United States: An Analysis of King Abdullah Scholarship Program Participants. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/50
Chicago Manual of Style (16th Edition):
Hall, Terry Ryan. “Saudi Male Perceptions of Study in the United States: An Analysis of King Abdullah Scholarship Program Participants.” 2013. Doctoral Dissertation, Western Kentucky University. Accessed February 19, 2019.
https://digitalcommons.wku.edu/diss/50.
MLA Handbook (7th Edition):
Hall, Terry Ryan. “Saudi Male Perceptions of Study in the United States: An Analysis of King Abdullah Scholarship Program Participants.” 2013. Web. 19 Feb 2019.
Vancouver:
Hall TR. Saudi Male Perceptions of Study in the United States: An Analysis of King Abdullah Scholarship Program Participants. [Internet] [Doctoral dissertation]. Western Kentucky University; 2013. [cited 2019 Feb 19].
Available from: https://digitalcommons.wku.edu/diss/50.
Council of Science Editors:
Hall TR. Saudi Male Perceptions of Study in the United States: An Analysis of King Abdullah Scholarship Program Participants. [Doctoral Dissertation]. Western Kentucky University; 2013. Available from: https://digitalcommons.wku.edu/diss/50
Western Kentucky University
4.
Phelps, Nathan.
Trends Shaping Society: Implications for Higher Education in the 21st Century.
Degree: EdD, Educational Leadership Doctoral Program, 2014, Western Kentucky University
URL: https://digitalcommons.wku.edu/diss/68
► The world is changing quickly and in complex ways, and this study addresses some of the key implications of these changes for higher education…
(more)
▼ The world is changing quickly and in complex ways, and this study addresses some of the key implications of these changes for higher education leaders today. Many leaders are facing the difficult task of determining which developments in the larger society are most important and what they may mean for their institutions and for higher education as a whole. This study presents a broad analysis of trends shaping society, highlights patterns within these trends that are important, and offers a framework based on these patterns that leaders might use to help them clarify and evaluate the implications of these changes. The purpose of this project is to help higher education leaders identify germane insights for understanding and planning for the future.
Advisors/Committee Members: Barbara Burch (Director), Ric Keaster, Douglas McElroy.
Subjects/Keywords: Future; Leadership; Technology; Automation; Dematerialization; Demonetization; Personalization; Higher Education; Education; Educational Administration and Supervision; Educational Leadership; Higher Education
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Phelps, N. (2014). Trends Shaping Society: Implications for Higher Education in the 21st Century. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/68
Chicago Manual of Style (16th Edition):
Phelps, Nathan. “Trends Shaping Society: Implications for Higher Education in the 21st Century.” 2014. Doctoral Dissertation, Western Kentucky University. Accessed February 19, 2019.
https://digitalcommons.wku.edu/diss/68.
MLA Handbook (7th Edition):
Phelps, Nathan. “Trends Shaping Society: Implications for Higher Education in the 21st Century.” 2014. Web. 19 Feb 2019.
Vancouver:
Phelps N. Trends Shaping Society: Implications for Higher Education in the 21st Century. [Internet] [Doctoral dissertation]. Western Kentucky University; 2014. [cited 2019 Feb 19].
Available from: https://digitalcommons.wku.edu/diss/68.
Council of Science Editors:
Phelps N. Trends Shaping Society: Implications for Higher Education in the 21st Century. [Doctoral Dissertation]. Western Kentucky University; 2014. Available from: https://digitalcommons.wku.edu/diss/68
Western Kentucky University
5.
Winters, Dawn M.
Success and the Other[Ed] Woman: Examining the Persistence of Female Students from Saudi Arabia.
Degree: EdD, Educational Leadership Doctoral Program, 2015, Western Kentucky University
URL: https://digitalcommons.wku.edu/diss/91
► With the influx of international students on American campuses, it is imperative that universities seek solutions to unique challenges surrounding their retention. More specifically,…
(more)
▼ With the influx of international students on American campuses, it is imperative that universities seek solutions to unique challenges surrounding their retention. More specifically, because women from Saudi Arabia are accustomed to highly-structured gendered practices in their home country that diametrically oppose those in the United States, they represent a sub-group within a sub-group of the often-generalized international students. Relatively few studies have been conducted regarding the academic persistence of specific groups of international students. The goal of this narrative analysis was to examine the salutogenic aspects of the persistence of Saudi women using Vincent Tinto’s (1997) revised model of student persistence. More specifically, this study explored the pre-entry characteristics of each participant, identified specific personal and institutional goals they set, sought to find how they academically and socially interacted and integrated, observed the extent to which they exerted mental effort and learning, and recognized how they persisted despite external commitments and individual challenges. This study utilized a narrative analysis approach to gather data pertaining to the stated goals and research questions. Utilizing a snowball sampling technique, the researcher gathered a list of women from Saudi Arabia who were progressing toward or had earned a bachelor’s degree at a public
university in the mid-south in the United States; the list of participants grew as the research unfolded. Eleven women agreed to participate; each was interviewed using Seidman’s (2013) three-part interview structure in order to establish a focused narrative. Overall, the women in this study were successfully persisting at American universities despite specific challenges. Their pre-entry attributes, including the noted support of family members, laid a foundation for success at the
university. Additionally, strongly-stated goals connected to success, earning a degree, and building a career emerged as important amongst the participants. The participants academically and socially integrated; however, all experienced isolation on both fronts. The extent to which they exerted effort in academic pursuits became a clear part of success. Despite fierce commitment to various external commitments, the women were successfully persisting or had successfully persisted at an American
university.
Advisors/Committee Members: Barbara Burch (Director), Kristin Wilson, and Alex Poole.
Subjects/Keywords: Retention; International Students; Saudi Arabia; Female; Narrative Analysis; Bilingual, Multilingual, and Multicultural Education; Education; International and Comparative Education
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Winters, D. M. (2015). Success and the Other[Ed] Woman: Examining the Persistence of Female Students from Saudi Arabia. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/91
Chicago Manual of Style (16th Edition):
Winters, Dawn M. “Success and the Other[Ed] Woman: Examining the Persistence of Female Students from Saudi Arabia.” 2015. Doctoral Dissertation, Western Kentucky University. Accessed February 19, 2019.
https://digitalcommons.wku.edu/diss/91.
MLA Handbook (7th Edition):
Winters, Dawn M. “Success and the Other[Ed] Woman: Examining the Persistence of Female Students from Saudi Arabia.” 2015. Web. 19 Feb 2019.
Vancouver:
Winters DM. Success and the Other[Ed] Woman: Examining the Persistence of Female Students from Saudi Arabia. [Internet] [Doctoral dissertation]. Western Kentucky University; 2015. [cited 2019 Feb 19].
Available from: https://digitalcommons.wku.edu/diss/91.
Council of Science Editors:
Winters DM. Success and the Other[Ed] Woman: Examining the Persistence of Female Students from Saudi Arabia. [Doctoral Dissertation]. Western Kentucky University; 2015. Available from: https://digitalcommons.wku.edu/diss/91
Western Kentucky University
6.
Kerr, David M.
A Leading University with International Reach: Internationalization at Western Kentucky University.
Degree: EdD, Educational Leadership Doctoral Program, 2016, Western Kentucky University
URL: https://digitalcommons.wku.edu/diss/107
► Internationalization has become a central feature of American universities and has continued to grow in importance as administrators, teachers, and students desire to take…
(more)
▼ Internationalization has become a central feature of American universities and has continued to grow in importance as administrators, teachers, and students desire to take advantage of the multitude of benefits (academic, social/cultural, economic, and political) successful internationalization can offer. Several studies have been conducted on internationalization in higher education, but research is needed that seeks to understand internationalization on an institutional level, i.e., the commonly accepted practices used to internationalize a
university, the various rationales used to justify internationalization, and the common challenges associated with internationalization.
The goal of this phenomenological study is to examine the process of implementing internationalization at
Western Kentucky University (WKU) in order to highlight the actions taken to internationalize an American
university and to describe the challenges that can be associated with these efforts. Five major themes are explored to develop a better understanding of internationalization: approaches, rationales, challenges, solutions to challenges, and indicators of successful internationalization. Knight’s (2004) framework was used to code and analyze the approaches and rationales used at WKU, and the three remaining categories were analyzed independently. Eleven subjects agreed to participate in the study, and each agreed to a semi-structured face-to-face interview. Participants played a key role in the creation, organization, or implementation of internationalization since 2006, when international reach was added to the university’s vision statement, indicating a renewed focus on international initiatives.
A host of key findings are identified from the research relating to each of the five primary research questions/categories. The patterns and themes found in the study focus on internationalization at WKU and the special issues presented by the university’s contextual situation as it relates to implementing international initiatives. The study also reveals a considerable amount of information about the unique perspectives of upperlevel administrators about internationalization as it continues to grow in importance, the complexity of implementing a
university-wide change on such a large scale, and the nature and character of balanced, comprehensive internationalization.
Advisors/Committee Members: Barbara Burch (Director), Brian Meredith, Ann Mead.
Subjects/Keywords: implementing internationalization; approaches; rationales; challenges; solutions to challenges; Higher Education; International and Comparative Education
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Kerr, D. M. (2016). A Leading University with International Reach: Internationalization at Western Kentucky University. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/107
Chicago Manual of Style (16th Edition):
Kerr, David M. “A Leading University with International Reach: Internationalization at Western Kentucky University.” 2016. Doctoral Dissertation, Western Kentucky University. Accessed February 19, 2019.
https://digitalcommons.wku.edu/diss/107.
MLA Handbook (7th Edition):
Kerr, David M. “A Leading University with International Reach: Internationalization at Western Kentucky University.” 2016. Web. 19 Feb 2019.
Vancouver:
Kerr DM. A Leading University with International Reach: Internationalization at Western Kentucky University. [Internet] [Doctoral dissertation]. Western Kentucky University; 2016. [cited 2019 Feb 19].
Available from: https://digitalcommons.wku.edu/diss/107.
Council of Science Editors:
Kerr DM. A Leading University with International Reach: Internationalization at Western Kentucky University. [Doctoral Dissertation]. Western Kentucky University; 2016. Available from: https://digitalcommons.wku.edu/diss/107
Western Kentucky University
7.
Strode, Derick Brandon.
Gatton Academy Study Abroad Program Effects on Perceptions of Community Belongingness and Personal Growth and Development.
Degree: EdD, Educational Leadership Doctoral Program, 2016, Western Kentucky University
URL: https://digitalcommons.wku.edu/diss/108
► This dissertation’s focus is at the intersection of study abroad, impact assessment, and a population of gifted and talented students at a specialized, residential…
(more)
▼ This dissertation’s focus is at the intersection of study abroad, impact assessment, and a population of gifted and talented students at a specialized, residential high school called The Gatton Academy. A summative impact evaluation was conducted to assess effects of Gatton Academy study abroad programs on student participants’ perceptions of peer belongingness, mentor belongingness, and personal growth and development, as well as to compare differences among three different program models being employed by the school. The three program models studied included a Non-Credit program, a Faculty-led Field-Study, and a Faculty-led Traditional program. The research was conducted amidst documented calls for increased assessment of study abroad impact and during a time when a national effort was underway to drastically increase the number of American students studying abroad, including during high school. Over 90% of students at The Gatton Academy study abroad before high school graduation. A quasi-experimental, pretest and posttest design was implemented. A 37-item survey instrument was designed, validated, and reliability-tested to measure participants’ perceptions on the studied variables. Paired-samples t-tests were used to compare responses from pre to posttests for each of the 89 study participants. When considering the entire study population, findings indicated that participating in study abroad did not have a significant effect on perceptual change. Yet, when the program models were considered individually, findings showed statistically-significant growth for peer belongingness for participants in the Non- Credit program and statistically-significant positive gain for personal growth and development for Faculty-led Field-Study students.
Advisors/Committee Members: Barbara Burch (Director), Julia Link Roberts, Craig Cobane.
Subjects/Keywords: high school; impact; assessment; evaluation; belonging; confidence; modeling; Curriculum and Social Inquiry; Educational Assessment, Evaluation, and Research; Educational Methods; Gifted Education
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Strode, D. B. (2016). Gatton Academy Study Abroad Program Effects on Perceptions of Community Belongingness and Personal Growth and Development. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/108
Chicago Manual of Style (16th Edition):
Strode, Derick Brandon. “Gatton Academy Study Abroad Program Effects on Perceptions of Community Belongingness and Personal Growth and Development.” 2016. Doctoral Dissertation, Western Kentucky University. Accessed February 19, 2019.
https://digitalcommons.wku.edu/diss/108.
MLA Handbook (7th Edition):
Strode, Derick Brandon. “Gatton Academy Study Abroad Program Effects on Perceptions of Community Belongingness and Personal Growth and Development.” 2016. Web. 19 Feb 2019.
Vancouver:
Strode DB. Gatton Academy Study Abroad Program Effects on Perceptions of Community Belongingness and Personal Growth and Development. [Internet] [Doctoral dissertation]. Western Kentucky University; 2016. [cited 2019 Feb 19].
Available from: https://digitalcommons.wku.edu/diss/108.
Council of Science Editors:
Strode DB. Gatton Academy Study Abroad Program Effects on Perceptions of Community Belongingness and Personal Growth and Development. [Doctoral Dissertation]. Western Kentucky University; 2016. Available from: https://digitalcommons.wku.edu/diss/108
Western Kentucky University
8.
Gordon, Scott S.
Graduate Student Retention: An Examination of Factors Affecting Persistence Among Master's Program Students at Comprehensive Public Institutions.
Degree: EdD, Educational Leadership Doctoral Program, 2016, Western Kentucky University
URL: https://digitalcommons.wku.edu/diss/111
► This study focuses on persistence efforts at the master’s level at regional comprehensive public institutions, with student interviews and document research used as data…
(more)
▼ This study focuses on persistence efforts at the master’s level at regional comprehensive public institutions, with student interviews and document research used as data sources. The interviews are conducted with students who are currently enrolled in or have graduated from master’s programs at one of the two institutions studied, while the documents examined were texts for internal and external constituencies.
While Tinto’s Longitudinal Model of Doctoral Persistence is used as a guide for the research, a variety of student retention models are examined that encompass both undergraduate and doctoral persistence. Challenges include the lack of models specifically intended for master’s seeking students, as well as the absence of standardized data collection for graduate student persistence (as compared to undergraduate focused persistence data).
This research identifies the importance of graduate faculty support, selfmotivation, and peer support to graduate persistence. While students do not perceive graduate persistence to be an institutional priority, particularly when compared with undergraduate persistence, the heterogeneity of graduate students, from recruitment and admission through program completion, makes it difficult to achieve similar results with similar activities. Nevertheless, institutions have the opportunity for significant improvement with regard to graduate persistence efforts.
Advisors/Committee Members: Barbara Burch (Director), Gene Tice, and Kristin Wilson.
Subjects/Keywords: Graduate Student Retention Persistence; Longitudinal Model; Educational Leadership; Higher Education
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Gordon, S. S. (2016). Graduate Student Retention: An Examination of Factors Affecting Persistence Among Master's Program Students at Comprehensive Public Institutions. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/111
Chicago Manual of Style (16th Edition):
Gordon, Scott S. “Graduate Student Retention: An Examination of Factors Affecting Persistence Among Master's Program Students at Comprehensive Public Institutions.” 2016. Doctoral Dissertation, Western Kentucky University. Accessed February 19, 2019.
https://digitalcommons.wku.edu/diss/111.
MLA Handbook (7th Edition):
Gordon, Scott S. “Graduate Student Retention: An Examination of Factors Affecting Persistence Among Master's Program Students at Comprehensive Public Institutions.” 2016. Web. 19 Feb 2019.
Vancouver:
Gordon SS. Graduate Student Retention: An Examination of Factors Affecting Persistence Among Master's Program Students at Comprehensive Public Institutions. [Internet] [Doctoral dissertation]. Western Kentucky University; 2016. [cited 2019 Feb 19].
Available from: https://digitalcommons.wku.edu/diss/111.
Council of Science Editors:
Gordon SS. Graduate Student Retention: An Examination of Factors Affecting Persistence Among Master's Program Students at Comprehensive Public Institutions. [Doctoral Dissertation]. Western Kentucky University; 2016. Available from: https://digitalcommons.wku.edu/diss/111
Western Kentucky University
9.
Craft, April Dawn.
Examining Teacher Practices Related to Student-to-Student Discourse in the Middle School Classroom.
Degree: EdD, Educational Leadership Doctoral Program, 2016, Western Kentucky University
URL: https://digitalcommons.wku.edu/diss/112
► As schools strive to develop 21st century learners equipped with skills in critical thinking and communication, the use of research-based teaching strategies, such as…
(more)
▼ As schools strive to develop 21st century learners equipped with skills in critical thinking and communication, the use of research-based teaching strategies, such as student-to-student discourse, is a necessary component of highly effective instruction. Research has shown that the way in which a teacher facilitates discourse in the classroom has a powerful impact on student learning and achievement. This case study examines the beliefs and instructional practices of a middle grades science teacher as they pertain to the use of student-to-student discourse, or students' use of a set of common language patterns in order to construct meaning or to develop understanding by communicating with other students in the same educational setting. The teacher participant of the study is a member of the SKyTeach teacher preparation program at
Western Kentucky University and serves as mentor teacher for students currently participating in the program. As such, the teacher was trained to incorporate student-to-student discourse in her daily instruction. The purpose of this case study is to identify the beliefs of the teacher participant regarding the use of student-to-student discourse, to describe the strategies used to implement student-to- student discourse, and to describe the teacher's facilitation learning during student-to-student discourse.
Advisors/Committee Members: Tony Norman (Director), Barbara Burch, and Pamela Petty.
Subjects/Keywords: 21st century learners; SKyTeach; Education; Educational Leadership
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Craft, A. D. (2016). Examining Teacher Practices Related to Student-to-Student Discourse in the Middle School Classroom. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/112
Chicago Manual of Style (16th Edition):
Craft, April Dawn. “Examining Teacher Practices Related to Student-to-Student Discourse in the Middle School Classroom.” 2016. Doctoral Dissertation, Western Kentucky University. Accessed February 19, 2019.
https://digitalcommons.wku.edu/diss/112.
MLA Handbook (7th Edition):
Craft, April Dawn. “Examining Teacher Practices Related to Student-to-Student Discourse in the Middle School Classroom.” 2016. Web. 19 Feb 2019.
Vancouver:
Craft AD. Examining Teacher Practices Related to Student-to-Student Discourse in the Middle School Classroom. [Internet] [Doctoral dissertation]. Western Kentucky University; 2016. [cited 2019 Feb 19].
Available from: https://digitalcommons.wku.edu/diss/112.
Council of Science Editors:
Craft AD. Examining Teacher Practices Related to Student-to-Student Discourse in the Middle School Classroom. [Doctoral Dissertation]. Western Kentucky University; 2016. Available from: https://digitalcommons.wku.edu/diss/112
Western Kentucky University
10.
Brausch, Brian Douglas.
The Relationship between Financial Literacy, Financial Status, and Academic Success in College Students.
Degree: EdD, Educational Leadership Doctoral Program, 2018, Western Kentucky University
URL: https://digitalcommons.wku.edu/diss/140
► As the cost of college continues to rise, an increasing number of students are relying on loans and credit cards to fund their postsecondary…
(more)
▼ As the cost of college continues to rise, an increasing number of students are relying on loans and credit cards to fund their postsecondary education. In an effort to curb student debt and increase retention and graduation rates, many universities have begun to offer financial literacy initiatives to stimulate financial knowledge and promote positive money management behaviors.
This study examines the relationship between a for-credit personal financial literacy course and student academic success and economic status. Students who took a personal finance course during their first or second year of college are compared to a random sampling of students who did not take the course. Using archival data, this quantitative study measures retention and graduation rates, college GPA, and loan amounts for between and within group differences.
Significant differences were found between the two groups on first- and second-year retention rates, four-year graduation rates, and final college GPA. Students who took the personal finance course were 11.7% more likely to return to the
university after their first year of college as compared to those who did not take the course. Second-year retention rates also were higher for the finance course condition students (88%) as compared to non-finance course students (66%). Mean college GPA was significantly higher for finance course participants (3.24) at the end of their last semester of enrollment
Advisors/Committee Members: Barbara Burch (Director), Harold Little, and Richard Miller.
Subjects/Keywords: GPA; graduation; retention; loans; Finance; Finance and Financial Management; Higher Education Administration
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Brausch, B. D. (2018). The Relationship between Financial Literacy, Financial Status, and Academic Success in College Students. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/140
Chicago Manual of Style (16th Edition):
Brausch, Brian Douglas. “The Relationship between Financial Literacy, Financial Status, and Academic Success in College Students.” 2018. Doctoral Dissertation, Western Kentucky University. Accessed February 19, 2019.
https://digitalcommons.wku.edu/diss/140.
MLA Handbook (7th Edition):
Brausch, Brian Douglas. “The Relationship between Financial Literacy, Financial Status, and Academic Success in College Students.” 2018. Web. 19 Feb 2019.
Vancouver:
Brausch BD. The Relationship between Financial Literacy, Financial Status, and Academic Success in College Students. [Internet] [Doctoral dissertation]. Western Kentucky University; 2018. [cited 2019 Feb 19].
Available from: https://digitalcommons.wku.edu/diss/140.
Council of Science Editors:
Brausch BD. The Relationship between Financial Literacy, Financial Status, and Academic Success in College Students. [Doctoral Dissertation]. Western Kentucky University; 2018. Available from: https://digitalcommons.wku.edu/diss/140
Western Kentucky University
11.
Duvall, Melanie Jan McDaniel.
Determining First-Year College Students' Capacity for Active Engagement in Their Own Learning.
Degree: EdD, Department of Educational Leadership, 2018, Western Kentucky University
URL: https://digitalcommons.wku.edu/diss/152
► First-year students are at a higher risk of dropping out of college; therefore, student retention and success are at risk. The purpose of this…
(more)
▼ First-year students are at a higher risk of dropping out of college; therefore, student retention and success are at risk. The purpose of this study is to find statistically significant differences among five demographic variables: (1) first college semester hours earned; (2) first college semester GPA; (3) ACT composite score; (4) high school GPA; and (5) first-generation college students and the 10 Learning and Study Strategies Inventory (LASSI) subscales: Anxiety, Attitude, Concentration, Information Processing, Motivation, Selecting Main Ideas, Self-Testing, Test Strategies, Time Management, and Using Academic Resources, to better determine how to help students be more successful. The LASSI instrument was the chosen tool for research because of its ability to assess strengths and weaknesses for students in the college environment and the value of courses.
Nine significant relationships were found among the five demographic variables and four of the LASSI subscales: Motivation, Selecting Main Ideas, Time Management, and Test Strategies. Students who entered college with higher high school GPA still needed support systems to enable their success and persistence in college, especially in the subscale of Motivation. The ACT composite middle range of 16-18 showed a need for support in the subscales, Motivation, Selecting Main Ideas, and Test Strategies. For first semester GPA (middle range 1.48-2.40), students were in the most need of improvement in Motivation, Selecting Main Ideas, and Time Management, whereas students taking the 16-18 hours were in the most need of improvement in Selecting Main Ideas and Time Management.
Advisors/Committee Members: Barbara Burch (Director), Pamela Petty, and Lynne Holland.
Subjects/Keywords: LASSI; Motivation; Academic performance and prepardness; Educational Assessment, Evaluation, and Research; Higher Education; Higher Education and Teaching; Secondary Education; Secondary Education and Teaching
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Duvall, M. J. M. (2018). Determining First-Year College Students' Capacity for Active Engagement in Their Own Learning. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/152
Chicago Manual of Style (16th Edition):
Duvall, Melanie Jan McDaniel. “Determining First-Year College Students' Capacity for Active Engagement in Their Own Learning.” 2018. Doctoral Dissertation, Western Kentucky University. Accessed February 19, 2019.
https://digitalcommons.wku.edu/diss/152.
MLA Handbook (7th Edition):
Duvall, Melanie Jan McDaniel. “Determining First-Year College Students' Capacity for Active Engagement in Their Own Learning.” 2018. Web. 19 Feb 2019.
Vancouver:
Duvall MJM. Determining First-Year College Students' Capacity for Active Engagement in Their Own Learning. [Internet] [Doctoral dissertation]. Western Kentucky University; 2018. [cited 2019 Feb 19].
Available from: https://digitalcommons.wku.edu/diss/152.
Council of Science Editors:
Duvall MJM. Determining First-Year College Students' Capacity for Active Engagement in Their Own Learning. [Doctoral Dissertation]. Western Kentucky University; 2018. Available from: https://digitalcommons.wku.edu/diss/152
Western Kentucky University
12.
Ehresman, Cindy L.
Contributions of the Kentucky Comprehensive Universities to the Goals of Postsecondary Education Reform.
Degree: EdD, Department of Educational Leadership, 2011, Western Kentucky University
URL: https://digitalcommons.wku.edu/diss/11
► Kentucky is well known for its education reform efforts; the Kentucky Postsecondary Education Improvement Act of 1997 ushered in an era of intense focus…
(more)
▼ Kentucky is well known for its education reform efforts; the
Kentucky Postsecondary Education Improvement Act of 1997 ushered in an era of intense focus on higher education in the Commonwealth. Specific and measureable goals for each sector of the state’s higher education institutions were included in the legislation; however, goals set for the comprehensive universities were less well-defined than those for both the research institutions and the community and technical colleges. Through an analysis of changes in capacity and mission, this study identified the ensuing contributions of Kentucky’s six comprehensive universities as they addressed the goals of the landmark reform. Resource dependence theory provided the study’s framework and helped to interpret the results. Each of the comprehensive institutions met the defined goals of the reform by housing at least one nationally recognized program. These universities also experienced mission change in response to the shift in their environment as evidenced by increased enrollment and award of degrees to students from inside the state and a higher percentage increase from outside
Kentucky. Further supporting mission change was the increased number of approved baccalaureate and master’s degree and certificate programs.
Advisors/Committee Members: Dr. Barbara Burch (Director), Dr. Ric Keaster, Dr. Tuesdi Helbig.
Subjects/Keywords: higher education in Kentucky; resource dependence theory; higher education mission change; Kentucky Postsecondary Education Improvement Act of 1997 (KERA); Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Higher Education Administration
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Ehresman, C. L. (2011). Contributions of the Kentucky Comprehensive Universities to the Goals of Postsecondary Education Reform. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/11
Chicago Manual of Style (16th Edition):
Ehresman, Cindy L. “Contributions of the Kentucky Comprehensive Universities to the Goals of Postsecondary Education Reform.” 2011. Doctoral Dissertation, Western Kentucky University. Accessed February 19, 2019.
https://digitalcommons.wku.edu/diss/11.
MLA Handbook (7th Edition):
Ehresman, Cindy L. “Contributions of the Kentucky Comprehensive Universities to the Goals of Postsecondary Education Reform.” 2011. Web. 19 Feb 2019.
Vancouver:
Ehresman CL. Contributions of the Kentucky Comprehensive Universities to the Goals of Postsecondary Education Reform. [Internet] [Doctoral dissertation]. Western Kentucky University; 2011. [cited 2019 Feb 19].
Available from: https://digitalcommons.wku.edu/diss/11.
Council of Science Editors:
Ehresman CL. Contributions of the Kentucky Comprehensive Universities to the Goals of Postsecondary Education Reform. [Doctoral Dissertation]. Western Kentucky University; 2011. Available from: https://digitalcommons.wku.edu/diss/11
Western Kentucky University
13.
Thomas, Kevin Patrick.
A University-wide Student Support Program: Comparative View on Student Success.
Degree: EdD, Department of Educational Leadership, 2012, Western Kentucky University
URL: https://digitalcommons.wku.edu/diss/19
► Student support programs occur throughout the country in various forms at colleges and universities. The STEPS program at Western Kentucky University provides support to…
(more)
▼ Student support programs occur throughout the country in various forms at colleges and universities. The STEPS program at
Western Kentucky University provides support to students who are required by state mandate to enroll in developmental or supplemental education courses. This program tracks the individual interventions utilized by students such as tutoring, intrusive advising, and supplemental education seminars. Through an analysis of retention and graduation data, this study compared the success of STEPS participants to eligible students who are non-participants of the program. The study also compared the STEPS participant population with eligible students within other four-year public Commonwealth of
Kentucky institutions with regard to student retention success. Eligibility for the STEPS program is determined by the use of the ACT and SAT standardized tests. Students, through the process of a chisquare analysis for significance, were found to have had various levels of significance with retention and graduation when comparisons between STEPS participants and nonparticipants were made through the fall 2006 and 2009 semesters. Significance was found for three of the four years of the STEPS program when compared to eligible students within the other four-year public Commonwealth of
Kentucky institutions.
Advisors/Committee Members: Dr. Barbara Burch (Director), Dr. Dean Kahler, Dr. Pamela Petty.
Subjects/Keywords: Student Retention; STEPS; higher education graduation; Educational Administration and Supervision; Higher Education Administration; Student Counseling and Personnel Services
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Thomas, K. P. (2012). A University-wide Student Support Program: Comparative View on Student Success. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/19
Chicago Manual of Style (16th Edition):
Thomas, Kevin Patrick. “A University-wide Student Support Program: Comparative View on Student Success.” 2012. Doctoral Dissertation, Western Kentucky University. Accessed February 19, 2019.
https://digitalcommons.wku.edu/diss/19.
MLA Handbook (7th Edition):
Thomas, Kevin Patrick. “A University-wide Student Support Program: Comparative View on Student Success.” 2012. Web. 19 Feb 2019.
Vancouver:
Thomas KP. A University-wide Student Support Program: Comparative View on Student Success. [Internet] [Doctoral dissertation]. Western Kentucky University; 2012. [cited 2019 Feb 19].
Available from: https://digitalcommons.wku.edu/diss/19.
Council of Science Editors:
Thomas KP. A University-wide Student Support Program: Comparative View on Student Success. [Doctoral Dissertation]. Western Kentucky University; 2012. Available from: https://digitalcommons.wku.edu/diss/19
Western Kentucky University
14.
Logsdon, Jeremy Ray.
A Study of the Academic and Personal Impacts of a Literacy Intervention Course: Stories from Stakeholders.
Degree: EdD, Educational Leadership Doctoral Program, 2016, Western Kentucky University
URL: https://digitalcommons.wku.edu/diss/105
► This study aims to illuminate, via the qualitative method of portraiture, the academic and personal impacts of both faculty and student stakeholders of a…
(more)
▼ This study aims to illuminate, via the qualitative method of portraiture, the academic and personal impacts of both faculty and student stakeholders of a literacy intervention course, offered as an alternative to the traditional developmental reading model, taught at a regional southeastern United States four-year public
university. Students who enrolled in the course from the semesters of fall 2012 to fall 2015 were given the opportunity to complete a survey about their experiences with the literacy intervention course. Faculty stakeholders were interviewed for their perspective on course creation, implementation, and delivery, focusing on the six curricular core competencies of reading strategies and reading guides; book club discussion; formal presentations; academic writing and research; motivation and responsibility; and work ethic and habit building.
Utilizing the portraiture paradigm, the researcher crafted a narrative of the faculty and student stakeholders to “draw a picture” of the course and the experiences of those who have participated in it. When examined through the lens of Tinto’s theories of student success and the theory of transformational learning, the aesthetic whole of the course is unearthed, with extensive narrative from faculty and students alike to complete the narrative.
The findings of this study offers insight into the perspectives of those deeply involved with the literacy intervention course. Students largely identified the course as influential on their success, with individual comments from students detailing specific elements of the course that impacted them.
Advisors/Committee Members: Barbara Burch (Director), Pamela Petty, Jie Zhang, and Marie Neal.
Subjects/Keywords: retention; literacy; higher education; developmental education; Curriculum and Instruction; Educational Psychology; Higher Education
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Logsdon, J. R. (2016). A Study of the Academic and Personal Impacts of a Literacy Intervention Course: Stories from Stakeholders. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/105
Chicago Manual of Style (16th Edition):
Logsdon, Jeremy Ray. “A Study of the Academic and Personal Impacts of a Literacy Intervention Course: Stories from Stakeholders.” 2016. Doctoral Dissertation, Western Kentucky University. Accessed February 19, 2019.
https://digitalcommons.wku.edu/diss/105.
MLA Handbook (7th Edition):
Logsdon, Jeremy Ray. “A Study of the Academic and Personal Impacts of a Literacy Intervention Course: Stories from Stakeholders.” 2016. Web. 19 Feb 2019.
Vancouver:
Logsdon JR. A Study of the Academic and Personal Impacts of a Literacy Intervention Course: Stories from Stakeholders. [Internet] [Doctoral dissertation]. Western Kentucky University; 2016. [cited 2019 Feb 19].
Available from: https://digitalcommons.wku.edu/diss/105.
Council of Science Editors:
Logsdon JR. A Study of the Academic and Personal Impacts of a Literacy Intervention Course: Stories from Stakeholders. [Doctoral Dissertation]. Western Kentucky University; 2016. Available from: https://digitalcommons.wku.edu/diss/105
Western Kentucky University
15.
Spurlock, Christy.
Best Practices in Parent and Family Engagement: Implications for Student Success.
Degree: EdD, Educational Leadership Doctoral Program, 2017, Western Kentucky University
URL: https://digitalcommons.wku.edu/diss/138
► This exploratory study aims to answer questions related to highly recognized parent/family engagement programs and the ways in which they are organized, operated, and…
(more)
▼ This exploratory study aims to answer questions related to highly recognized parent/family engagement programs and the ways in which they are organized, operated, and resourced; undertake innovative events and services; use and learn from assessment; and face challenges. Directors of 34 specifically selected highly recognized parent/family engagement programs were given the opportunity to complete a questionnaire concerning their programs. Twenty-seven directors completed the questionnaire. Ten were interviewed to gain further insight into the specific workings of and challenges for highly recognized parent/family programs. Through a combination of quantitative and qualitative means, the researcher provides an initial exploratory look into how these specifically selected programs are implementing best practices in the field of parent and family engagement, and how those practices are contributing to student success. The findings from this study offer insight for
university stakeholders into best practices in the field, as currently implemented by the highly recognized parent/family engagement programs’ participants, as well as specific implications for practice.
Advisors/Committee Members: Dr. Barbara Burch (Director), Sharon Hunter, Dr. Andrew McMichael and Dr. Pamela Petty.
Subjects/Keywords: highly recognized parent?family programs; Educational Leadership; Higher Education; Higher Education Administration
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Spurlock, C. (2017). Best Practices in Parent and Family Engagement: Implications for Student Success. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/138
Chicago Manual of Style (16th Edition):
Spurlock, Christy. “Best Practices in Parent and Family Engagement: Implications for Student Success.” 2017. Doctoral Dissertation, Western Kentucky University. Accessed February 19, 2019.
https://digitalcommons.wku.edu/diss/138.
MLA Handbook (7th Edition):
Spurlock, Christy. “Best Practices in Parent and Family Engagement: Implications for Student Success.” 2017. Web. 19 Feb 2019.
Vancouver:
Spurlock C. Best Practices in Parent and Family Engagement: Implications for Student Success. [Internet] [Doctoral dissertation]. Western Kentucky University; 2017. [cited 2019 Feb 19].
Available from: https://digitalcommons.wku.edu/diss/138.
Council of Science Editors:
Spurlock C. Best Practices in Parent and Family Engagement: Implications for Student Success. [Doctoral Dissertation]. Western Kentucky University; 2017. Available from: https://digitalcommons.wku.edu/diss/138
16.
Moore, Mary Lloyd.
Predictive Admission Criteria in Graduate Programs in Speech-Language Pathology.
Degree: EdD, Educational Leadership Doctoral Program, 2013, Western Kentucky University
URL: https://digitalcommons.wku.edu/diss/52
► Speech-language pathology is a profession for which there is increasing demand as well as being one of the most desirable career paths in the…
(more)
▼ Speech-language pathology is a profession for which there is increasing demand as well as being one of the most desirable career paths in the United States. Graduation of qualified persons who can pass the Praxis exam is an essential outcome of all graduate programs in speech-language pathology. If predictors of competence could be identified before admission, graduate programs would be better able to select students who would maximize the expenditure of materials, energy, and expertise, thereby decreasing the potential failure for both students and universities. Therefore, this research addresses the extent to which selected variables may serve to predict success on the national competency exam (Praxis) in speech-language pathology. The research conducted in this study was a quantitative analysis of postsecondary data made available from three state-supported comprehensive institutions in
Kentucky. Astin’s (1991) I-E-O model was used as the theoretical framework for this investigation. Data were analyzed to examine the extent to which prediction of success on the Praxis could be determined. The sample for this study consisted of 280 graduate student records during the years 2008-2012. Descriptive statistics, correlation coefficients, and stepwise multiple regression were used to analyze data in an attempt to identify the impact of the independent variables of ACT; two-year GPA; four-year GPA; GRE (GRE-T, GRE-V, GRE-Q and GRE-W); and GGPA on the dependent variable (Praxis exam). Correlation suggested statistically significant, but varying between weak and moderate, positive relationships for most variables. The results of stepwise multiple regression indicated that 34% of the variance in predicting success on the Praxis exam could be explained by four variables: GRE-T, GRE-Q, four-year GPA, and GRE-W.
Advisors/Committee Members: Barbara Burch (Director), Reagan Brown, Joseph Etienne.
Subjects/Keywords: Pearson Correlation; Stepwise Multiple Regression; Predictors of Performance; Speech Pathology-Education; Speech Disorders; Language Disorders-Practice; Applied Linguistics; Education; Higher Education; Special Education and Teaching
…Leadership Doctoral Program
Western Kentucky University
Speech-language pathology is a profession… …2013
103 pages
Directed by: Barbara Burch, Reagan Brown, and Joseph Etienne
Educational…
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Moore, M. L. (2013). Predictive Admission Criteria in Graduate Programs in Speech-Language Pathology. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/52
Chicago Manual of Style (16th Edition):
Moore, Mary Lloyd. “Predictive Admission Criteria in Graduate Programs in Speech-Language Pathology.” 2013. Doctoral Dissertation, Western Kentucky University. Accessed February 19, 2019.
https://digitalcommons.wku.edu/diss/52.
MLA Handbook (7th Edition):
Moore, Mary Lloyd. “Predictive Admission Criteria in Graduate Programs in Speech-Language Pathology.” 2013. Web. 19 Feb 2019.
Vancouver:
Moore ML. Predictive Admission Criteria in Graduate Programs in Speech-Language Pathology. [Internet] [Doctoral dissertation]. Western Kentucky University; 2013. [cited 2019 Feb 19].
Available from: https://digitalcommons.wku.edu/diss/52.
Council of Science Editors:
Moore ML. Predictive Admission Criteria in Graduate Programs in Speech-Language Pathology. [Doctoral Dissertation]. Western Kentucky University; 2013. Available from: https://digitalcommons.wku.edu/diss/52
17.
Hunt, Samuel J.
Toward a More Perfect Definition of Learning: Using Biomarkers to Predict and Assess Learning Performance.
Degree: EdD, Educational Leadership Doctoral Program, 2014, Western Kentucky University
URL: https://digitalcommons.wku.edu/diss/65
► This study seeks to establish groundwork for a new definition of learning based on neurogenesis capable of guiding future educational policy and practice. The…
(more)
▼ This study seeks to establish groundwork for a new definition of learning based on neurogenesis capable of guiding future educational policy and practice. The purpose of the research was to: (1) produce separate increases in neurogenesis and intelligence, (2) measure the changes in neurogenesis using protein biomarkers, and (3) correlate increases in levels of the protein biomarkers with increases in intelligence. The study employed a randomized pretest-posttest, control/comparison group research design. Thirty-eight fourth- and fifth-grade students with diverse academic needs were divided into three experimental groups: chess, exercise, and combined; with an additional control group. Pre-post measures included intelligence (RSPM) and two serum proteins (BDNF) and (VEGF). Multiple one-way ANOVAs between the groups with post-hoc Bonferroni pairwise correction discovered significant differences on post-IQ scores (1) between chess and control; (2) between those groups that received chess treatment and those that did not; and (3) between those groups that received chess and/or exercise treatment versus control. Paired sample t-tests found the exercise group and the combined group significantly increased BDNF pre-post. A Pearson Product Moment correlation revealed that the control group had the only significant post-test correlation between RSPM and BDNF (
p = .049). Chess and exercise treatment led to increases in intelligence and biomarker levels associated with neurogenesis, as evidenced by increased RSPM and BDNF measures. The results of this research suggest that a novel process whereby protein biomarkers such as BDNF and VEGF may be useful as a potential measure of neurogenesis in young children. This research successfully produced increases in protein biomarkers in an attempt to correlate neurogenesis to intelligence in human subjects. Exercise treatment initiated increases in protein biomarkers, while chess treatment increased intelligence. Both chess and exercise treatment may be beneficial to increase efficiency of neural networks associated with intelligence in a school-age population.
Advisors/Committee Members: Barbara Burch (Director), Jie Zhang, Cheryl Davis.
Subjects/Keywords: Learning; Neurogenesis; Intelligence; Exercise; Chess; BDNF; VEGF; ELISA; RSPM; Tabata Protocol; Education; Education; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Psychology
…Cheryl Davis, Jie Zhang
Educational Leadership Doctoral Program
Western Kentucky University… …ASSESS LEARNING PERFORMANCE
Samuel J Hunt
August 2014
138 Pages
Directed by: Barbara Burch…
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hunt, S. J. (2014). Toward a More Perfect Definition of Learning: Using Biomarkers to Predict and Assess Learning Performance. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/65
Chicago Manual of Style (16th Edition):
Hunt, Samuel J. “Toward a More Perfect Definition of Learning: Using Biomarkers to Predict and Assess Learning Performance.” 2014. Doctoral Dissertation, Western Kentucky University. Accessed February 19, 2019.
https://digitalcommons.wku.edu/diss/65.
MLA Handbook (7th Edition):
Hunt, Samuel J. “Toward a More Perfect Definition of Learning: Using Biomarkers to Predict and Assess Learning Performance.” 2014. Web. 19 Feb 2019.
Vancouver:
Hunt SJ. Toward a More Perfect Definition of Learning: Using Biomarkers to Predict and Assess Learning Performance. [Internet] [Doctoral dissertation]. Western Kentucky University; 2014. [cited 2019 Feb 19].
Available from: https://digitalcommons.wku.edu/diss/65.
Council of Science Editors:
Hunt SJ. Toward a More Perfect Definition of Learning: Using Biomarkers to Predict and Assess Learning Performance. [Doctoral Dissertation]. Western Kentucky University; 2014. Available from: https://digitalcommons.wku.edu/diss/65
18.
Caplan, Geralyn Marie.
A Comparative Analysis of Student Achievement & Retention in Traditional and Online First Semester Anatomy & Physiology Courses.
Degree: EdD, Educational Leadership Doctoral Program, 2015, Western Kentucky University
URL: https://digitalcommons.wku.edu/diss/95
► There is a bias that online lab science courses are inferior to their campus counterparts. Even so there is an increasing demand for online…
(more)
▼ There is a bias that online lab science courses are inferior to their campus counterparts. Even so there is an increasing demand for online courses by the student body. The purpose of this quantitative study was to determine whether anatomy and physiology I could be taught online without affecting academic rigor through a comparison of the successful completion of student learning outcomes, as well as to learn more about the students who take A&P. The study sought to identify the causes or relationships that exist between online and face-to-face presentation of A&PI. It also considered retention related to the independent variables of online or face-to-face presentation. There was no significant difference in the assessment scores between the online and face-to-face sections of A&PI. When the assessment was broken down into lab delivery method the students who used a lab kit scored the same as those on campus; students who used virtual labs scored lower but not significantly so. Additionally the survey indicated that online students tended to be older and that older students score higher on the assessment. Online students also have more commitments outside of the classroom in terms of children at home and hours worked outside the home. Online students were more than twice as likely to work in the medical field. In terms of academic background and preparation there were very few differences between the online and face-to-face student in terms of remedial course work, college xv GPA, ACT scores, and course load, although the online students have almost twice as many credit hours then the face-to-face students. There were also differences in the reasons the students choose a particular course format. The online students scored higher in all student satisfaction measures. There were no differences in attrition in between online and face-to-face sections although at one-third of the students it was very high. This study can help to focus the debate on proper advising of students. Although online may not be the best learning platform for all students, that does not mean that it is not an effective means of teaching laboratory science.
Advisors/Committee Members: Barbara Burch, (Director) Kristin Wilson, & Rob Wyatt.
Subjects/Keywords: distance learning; advising; survey; Educational Leadership; Online and Distance Education
…Directed by: Barbara Burch, Kristin Wilson, & Rob Wyatt
Western Kentucky University
Educational…
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Caplan, G. M. (2015). A Comparative Analysis of Student Achievement & Retention in Traditional and Online First Semester Anatomy & Physiology Courses. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/95
Chicago Manual of Style (16th Edition):
Caplan, Geralyn Marie. “A Comparative Analysis of Student Achievement & Retention in Traditional and Online First Semester Anatomy & Physiology Courses.” 2015. Doctoral Dissertation, Western Kentucky University. Accessed February 19, 2019.
https://digitalcommons.wku.edu/diss/95.
MLA Handbook (7th Edition):
Caplan, Geralyn Marie. “A Comparative Analysis of Student Achievement & Retention in Traditional and Online First Semester Anatomy & Physiology Courses.” 2015. Web. 19 Feb 2019.
Vancouver:
Caplan GM. A Comparative Analysis of Student Achievement & Retention in Traditional and Online First Semester Anatomy & Physiology Courses. [Internet] [Doctoral dissertation]. Western Kentucky University; 2015. [cited 2019 Feb 19].
Available from: https://digitalcommons.wku.edu/diss/95.
Council of Science Editors:
Caplan GM. A Comparative Analysis of Student Achievement & Retention in Traditional and Online First Semester Anatomy & Physiology Courses. [Doctoral Dissertation]. Western Kentucky University; 2015. Available from: https://digitalcommons.wku.edu/diss/95
19.
Murray, Adam L.
The Academic Library and High-Impact Practices for Student Retention: Perspectives of Library Deans.
Degree: EdD, Educational Leadership Doctoral Program, 2014, Western Kentucky University
URL: https://digitalcommons.wku.edu/diss/57
► Dramatic declines in state appropriations for postsecondary education, the rise of performance-based funding models, and limitations on tuition increases have resulted in a focus…
(more)
▼ Dramatic declines in state appropriations for postsecondary education, the rise of performance-based funding models, and limitations on tuition increases have resulted in a focus on student retention as a matter of importance to institutions of higher education. Concomitantly, academic libraries face changes in service models brought about by technology and the rising costs of providing access to an ever-expanding field of literature required by academic programs and faculty. The value proposition of the academic library is reduced in the face of budget interests that impact recruitment and retention. Many researchers and
university leaders have called on academic libraries to develop new methods of demonstrating value that do not rely on traditional measures of library use. Because this represents a departure from long-standing methods of documenting the success of the academic library’s mission, a gap exists in the literature on how best to go about this shift in assessment. Numerous studies on retention have highlighted the role of student engagement in influencing students’ withdrawal decisions. Data gathered through the National Survey of Student Engagement have validated 10 practices that have a “high impact” on student engagement and student retention. This study seeks to address the gap in the literature on the role played by academic libraries in affecting student retention by examining the perception of academic library deans/directors on the alignment between library services and resources with the 10 high-impact practices (HIPs). This exploratory study used a survey distributed to the academic library deans/directors of the public master’s level universities in the United States. A positive correlation was found between library instruction, library facilities, and library collections with each of the HIPs and consistent library support practices for each HIP. This study also found a reliance on information literacy assessment and user satisfaction to document library impact on retention. However, a large number of responding libraries reported no methods used for either the documentation or communication of library impact on retention. This study concluded that academic libraries demonstrated a high level of perceived alignment with the HIPs, yet an overall lack of methods to directly document library impact on retention.
Advisors/Committee Members: Barbara Burch (Director), Margaret Maxwell, Brian Coutts.
Subjects/Keywords: Student Engagement; Libraries; Library Leadership; Library Value; Assessment; Education; Educational Assessment, Evaluation, and Research; Educational Leadership; Higher Education; Library and Information Science
…and Brian Coutts
Educational Leadership Doctoral Program
Western Kentucky University… …LIBRARY DEANS
Adam L. Murray
May 2014
154 Pages
Directed by: Barbara Burch, Margaret Maxwell…
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Murray, A. L. (2014). The Academic Library and High-Impact Practices for Student Retention: Perspectives of Library Deans. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/57
Chicago Manual of Style (16th Edition):
Murray, Adam L. “The Academic Library and High-Impact Practices for Student Retention: Perspectives of Library Deans.” 2014. Doctoral Dissertation, Western Kentucky University. Accessed February 19, 2019.
https://digitalcommons.wku.edu/diss/57.
MLA Handbook (7th Edition):
Murray, Adam L. “The Academic Library and High-Impact Practices for Student Retention: Perspectives of Library Deans.” 2014. Web. 19 Feb 2019.
Vancouver:
Murray AL. The Academic Library and High-Impact Practices for Student Retention: Perspectives of Library Deans. [Internet] [Doctoral dissertation]. Western Kentucky University; 2014. [cited 2019 Feb 19].
Available from: https://digitalcommons.wku.edu/diss/57.
Council of Science Editors:
Murray AL. The Academic Library and High-Impact Practices for Student Retention: Perspectives of Library Deans. [Doctoral Dissertation]. Western Kentucky University; 2014. Available from: https://digitalcommons.wku.edu/diss/57
20.
Ryan, Christian N.
Disruptive Leadership: A Grounded Theory Study of How Three Kentucky Women are Leading Change.
Degree: EdD, Educational Leadership Doctoral Program, 2016, Western Kentucky University
URL: https://digitalcommons.wku.edu/diss/109
► In this grounded theory study, I explored the process of leadership demonstrated by three women in south central Kentucky as a unique model of…
(more)
▼ In this grounded theory study, I explored the process of leadership demonstrated by three women in south central
Kentucky as a unique model of leadership: disruptive leadership. These citizen leaders seek to solve wicked problems, disrupting the unacceptable status quo by offering better alternatives. The study is guided by the following research questions: (1) What does it mean to be a disruptive leader?; (2) What are the central concerns of leaders facing wicked problems?; (3) What motivates leaders to solve such problems?; (4) What strategies are employed to address such problems?; and (5) How can disruptive leadership be distinguished from other leadership styles that share similar traits? Using a grounded theory approach, I analyzed interview and written narrative and field observations for emergent themes to answer the research questions and to better understand the leadership demonstrated by each of these women. I identified four main themes in my analysis of the data: (1) Each leader possesses the capacity for disruptive wonder. (2) Each leader is engaged in the disruption of existing power structure and distribution. (3) In the process of disruptive wonder each leader challenges hegemony. (4) Each leader uses innovative and effective strategies to solve a wicked problem. The themes provide insight into these leaders’ capacities, motivations, and strategies, and offer a foundational construct for a model of leadership in which citizen leaders challenge hegemony and existing power structures to build inclusive emergent communities that are empowered to address wicked problems.
Advisors/Committee Members: Barbara Burch (Director), Jane Olmsted, Kristin Wilson.
Subjects/Keywords: citizen leadership; emergent leadership; Educational Leadership; Women's Studies
…Educational Leadership Doctoral Program
Western Kentucky University
In this grounded theory study… …author of Leadership: Theory and Practice,
visited Western Kentucky University and delivered a… …December 2016
134 pages
Directed by: Barbara Burch, Jane Olmsted, and Kristin Wilson…
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Ryan, C. N. (2016). Disruptive Leadership: A Grounded Theory Study of How Three Kentucky Women are Leading Change. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/109
Chicago Manual of Style (16th Edition):
Ryan, Christian N. “Disruptive Leadership: A Grounded Theory Study of How Three Kentucky Women are Leading Change.” 2016. Doctoral Dissertation, Western Kentucky University. Accessed February 19, 2019.
https://digitalcommons.wku.edu/diss/109.
MLA Handbook (7th Edition):
Ryan, Christian N. “Disruptive Leadership: A Grounded Theory Study of How Three Kentucky Women are Leading Change.” 2016. Web. 19 Feb 2019.
Vancouver:
Ryan CN. Disruptive Leadership: A Grounded Theory Study of How Three Kentucky Women are Leading Change. [Internet] [Doctoral dissertation]. Western Kentucky University; 2016. [cited 2019 Feb 19].
Available from: https://digitalcommons.wku.edu/diss/109.
Council of Science Editors:
Ryan CN. Disruptive Leadership: A Grounded Theory Study of How Three Kentucky Women are Leading Change. [Doctoral Dissertation]. Western Kentucky University; 2016. Available from: https://digitalcommons.wku.edu/diss/109
21.
Sales, Martha Jane.
An Examination of Workplace Factors Associated with Job Satisfaction of Generation Y University Professional Staff.
Degree: EdD, Educational Leadership Doctoral Program, 2015, Western Kentucky University
URL: https://digitalcommons.wku.edu/diss/92
► Generation Y staff identified two workplace factors as significant to job satisfaction: promotion and contingent rewards. The Generation Y participants also identified eight workplace…
(more)
▼ Generation Y staff identified two workplace factors as significant to job satisfaction: promotion and contingent rewards. The Generation Y participants also identified eight workplace factors—pay, promotion, fringe benefits, supervision, contingent rewards, operating procedures, nature of work, and communication—as significant to employee retention. One demographic element, length of time in a current position, was found significant to Generation Y job satisfaction. Although the primary research focus was Generation Y
university professional staff, one particular non-Generation Y finding proved relevant to employee retention: nature of work was ranked as the primary factor associated
University professional staff make valuable contributions essential to the overall success of a college or
university. These individuals provide leadership and professional knowledge to
university units, departments, and programs. Yet, this population is the least studied
university employee (Rosser, 2004). The goals of this study were to examine the extent and relationship of workplace factors associated with job satisfaction and the intent to remain in a position for Generation Y
university professional staff. Furthermore, it considered the extent and relationship of selected Generation Y demographics associated with job satisfaction. A correlational quantitative methodology with a descriptive survey administered to a convenience sample was used to examine the relationship between study variables. Spector’s (1997) 1994 Job Satisfaction Survey and demographic questionnaire was administered to professional staff at 12 southeastern universities working in various positions (i.e., admissions, academic advising, residence life, judicial affairs, counseling and testing, career services, graduate studies, financial aid, TRIO programs, and student affairs). Ninety-seven staff responded, or 26%, 53 of whom were identified as Generation Y. The other participants were members of two distinct generations: Baby Boomers and Generation X.
with employee retention for all participants, suggesting that when
university professional staff feel their work is meaningful, they are more likely to remain in a position. Thus, it is recommended that postsecondary leadership incorporate avenues that provide employees with meaningful and enjoyable work, roles, and responsibilities. By doing so, universities can be viewed as places of employment providing the necessary factors that attract, develop, and retain employees, in particular Generation Y
university professional staff.
Advisors/Committee Members: Barbara Burch (Director), Monica Burke, and Antony Norman.
Subjects/Keywords: University Professional Staff; Employee Retention.; Benefits and Compensation; Educational Leadership; Human Resources Management
…Barbara Burch, Monica Burke, and Antony Norman
Educational Leadership Doctoral Program
Western… …Kentucky University
University professional staff make valuable contributions essential to the…
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Sales, M. J. (2015). An Examination of Workplace Factors Associated with Job Satisfaction of Generation Y University Professional Staff. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/92
Chicago Manual of Style (16th Edition):
Sales, Martha Jane. “An Examination of Workplace Factors Associated with Job Satisfaction of Generation Y University Professional Staff.” 2015. Doctoral Dissertation, Western Kentucky University. Accessed February 19, 2019.
https://digitalcommons.wku.edu/diss/92.
MLA Handbook (7th Edition):
Sales, Martha Jane. “An Examination of Workplace Factors Associated with Job Satisfaction of Generation Y University Professional Staff.” 2015. Web. 19 Feb 2019.
Vancouver:
Sales MJ. An Examination of Workplace Factors Associated with Job Satisfaction of Generation Y University Professional Staff. [Internet] [Doctoral dissertation]. Western Kentucky University; 2015. [cited 2019 Feb 19].
Available from: https://digitalcommons.wku.edu/diss/92.
Council of Science Editors:
Sales MJ. An Examination of Workplace Factors Associated with Job Satisfaction of Generation Y University Professional Staff. [Doctoral Dissertation]. Western Kentucky University; 2015. Available from: https://digitalcommons.wku.edu/diss/92
22.
Cobb, Nicole.
Overcoming Barriers to Admission in a Community College.
Degree: EdD, Educational Leadership Doctoral Program, 2015, Western Kentucky University
URL: https://digitalcommons.wku.edu/diss/96
► Higher education institutions currently face a climate that can best be described as tumultuous. Funding cuts and increased external pressure and accountability are forcing…
(more)
▼ Higher education institutions currently face a climate that can best be described as tumultuous. Funding cuts and increased external pressure and accountability are forcing institutions to evaluate the way in which they do business. Process improvement methodologies such as lean and Six Sigma have been successfully implemented in industry; colleges and universities are evaluating how these methodologies will fit into higher education. The central research question was: “What are the internal institutional barriers to persistence?” Lean principles served as the theoretical framework for this study. Lean principles rely on subject matter experts to evaluate the processes in which they are involved; these experts make and implement recommendations for continuous improvement. The purpose of this research was to better understand the situation, variation, and complexity of processes in community college admissions, financial aid, and advising departments and their impact on student persistence from the perspective of those who work closely in those environments. This study utilized subject matter experts to identify institutional barriers.
The study involved frontline community and technical college staff working in admissions, financial aid, and advising. A purposeful sampling grid was used to select participants from colleges in the comprehensive community and technical college system. Responses from the semi-structured interviews were recorded and transcribed. Data from the 10 participants were entered and coded. Interviews were synthesized and analyzed for patterns and themes.
Results were organized by the research questions and summarized in outline format. Only the most prominent findings are noted, including: (a) lack of cross training, (b) convenience barriers, (c) lack of standardized work, (d) territorial behaviors, and (e) customer service barriers. Lack of cross training resulted in the need for students to visit multiple departments in order to accomplish simple tasks. Convenience barriers included lack of evening and weekend hours and issues with the actual application. Lack of standardized policies and procedures across the college system particularly with transcripts and walk-in availability, presented a challenge for students in navigating the system. Customer service barriers affected the student experience through the lack of a point person and discouragement of hand holding
Advisors/Committee Members: Barbara Burch (Director), Kristin Wilson, and Joseph Cangemi.
Subjects/Keywords: Lean; Process Improvement; Education; Educational Assessment, Evaluation, and Research
…Leadership Doctoral Program
Western Kentucky University
Higher education institutions currently… …2015
162 pages
Directed by: Barbara Burch, Kristin Wilson, and Joseph Cangemi
Educational…
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Cobb, N. (2015). Overcoming Barriers to Admission in a Community College. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/96
Chicago Manual of Style (16th Edition):
Cobb, Nicole. “Overcoming Barriers to Admission in a Community College.” 2015. Doctoral Dissertation, Western Kentucky University. Accessed February 19, 2019.
https://digitalcommons.wku.edu/diss/96.
MLA Handbook (7th Edition):
Cobb, Nicole. “Overcoming Barriers to Admission in a Community College.” 2015. Web. 19 Feb 2019.
Vancouver:
Cobb N. Overcoming Barriers to Admission in a Community College. [Internet] [Doctoral dissertation]. Western Kentucky University; 2015. [cited 2019 Feb 19].
Available from: https://digitalcommons.wku.edu/diss/96.
Council of Science Editors:
Cobb N. Overcoming Barriers to Admission in a Community College. [Doctoral Dissertation]. Western Kentucky University; 2015. Available from: https://digitalcommons.wku.edu/diss/96
23.
Cansler, Slone H.
Birth of a Powerhouse: How One University Reimagined, Restructured, and Revived Outreach.
Degree: EdD, Educational Leadership Doctoral Program, 2016, Western Kentucky University
URL: https://digitalcommons.wku.edu/diss/106
► Today’s modern higher education landscape presents myriad challenges to higher education leaders and administrators. Among those challenges is how universities respond to demands for…
(more)
▼ Today’s modern higher education landscape presents myriad challenges to higher education leaders and administrators. Among those challenges is how universities respond to demands for accountability, growth of alternative models of postsecondary education delivery, the need to serve and increasingly diverse society, and reduced state and federal appropriations. Research suggests that the biggest changes for American higher education are imminent and will necessitate new business models, new forms of collaboration and partnerships, and innovative about the enterprise of higher education. This study sought to gain understanding about the development process and structural framework that allows a university’s outreach unit to be responsive to
university mission, foster and nurture innovation, engage stakeholders, and create an alternative and impactful revenue stream.
Current and former
Western Kentucky University employees were selected to participate in this study based on their involvement with the planning and implementation process that occurred during the development of the Division of Extended Learning and Outreach. This qualitative study explored: establishment of need and value for the new unit, how vision was shared and clarified, how structural components were prioritized; the role of leadership, and establishment of practices that would sustain the unit over time. Results indicated that creation of the potential for revenue generation was important as change leaders established need and value. In addition, effective communication was
paramount to sharing and clarifying vision. Prioritizing for innovative practices was an important structural component of the unit and leadership’s commitment to collaboration was identified as a key contribution to successful change. Finally, the development of a strong culture of academic support and commitment to continued agility and innovation emerged as key factors in the unit’s ability to remain relevant and responsive.
Advisors/Committee Members: Barbara Burch (Director), Randy Capps, Don Swoboda, and Tim Todd.
Subjects/Keywords: Organizational change; restructuring; outreac; Educational Administration and Supervision; Higher Education; Organizational Behavior and Theory
…Todd
Educational Leadership Doctoral Program
Western Kentucky University
Today’s modern… …and
impactful revenue stream.
Current and former Western Kentucky University employees were… …this study is to determine how administrators at Western Kentucky
University (WKU)… …Cansler
August 2016
112 Pages
Directed by: Barbara Burch, Randy Capps, Don Swoboda, and Tim…
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Cansler, S. H. (2016). Birth of a Powerhouse: How One University Reimagined, Restructured, and Revived Outreach. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/106
Chicago Manual of Style (16th Edition):
Cansler, Slone H. “Birth of a Powerhouse: How One University Reimagined, Restructured, and Revived Outreach.” 2016. Doctoral Dissertation, Western Kentucky University. Accessed February 19, 2019.
https://digitalcommons.wku.edu/diss/106.
MLA Handbook (7th Edition):
Cansler, Slone H. “Birth of a Powerhouse: How One University Reimagined, Restructured, and Revived Outreach.” 2016. Web. 19 Feb 2019.
Vancouver:
Cansler SH. Birth of a Powerhouse: How One University Reimagined, Restructured, and Revived Outreach. [Internet] [Doctoral dissertation]. Western Kentucky University; 2016. [cited 2019 Feb 19].
Available from: https://digitalcommons.wku.edu/diss/106.
Council of Science Editors:
Cansler SH. Birth of a Powerhouse: How One University Reimagined, Restructured, and Revived Outreach. [Doctoral Dissertation]. Western Kentucky University; 2016. Available from: https://digitalcommons.wku.edu/diss/106
24.
Hazelwood, Imari Rashad.
Value and Effectiveness of an Intervention Reading Course.
Degree: MA, School of Teacher Education, 2014, Western Kentucky University
URL: https://digitalcommons.wku.edu/theses/1340
► Students who graduate from high school and receive a diploma believe they are indeed ready for a college education. What most of these students…
(more)
▼ Students who graduate from high school and receive a diploma believe they are indeed ready for a college education. What most of these students are not aware of is that many students enter into higher education underprepared for the rigors of college level coursework. There are support programs such as tutoring and intervention reading courses that have been created to combat this problem and further prepare students to handle college level work, specifically reading. This study evaluated the effectiveness of an intervention reading course in terms of student success and growth. Students participated in a semester long course and were taught many reading and comprehension strategies to use in and outside of the class. Students were also given the Nelson-Denny Adult Reading Test as a pre- and post-test measure of success in the intervention reading course. After collecting and analyzing data, statistics show that the intervention reading course does, in fact, have a positive effect on students’ vocabulary and comprehension growth.
Advisors/Committee Members: Pamela Petty (Director), Brian Meredith, Barbara Burch, Lucile Maples, Daniel Super.
Subjects/Keywords: College Reading; Underprepared Students; Support Programs; Higher Education; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Higher Education
…Maples, and Daniel Super
School of Teacher Education
Western Kentucky University
Students who… …72 Pages
Directed by: Dr. Pamela Petty, Dr. Brian Meredith, Dr. Barbara Burch, Dr. Lucile…
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hazelwood, I. R. (2014). Value and Effectiveness of an Intervention Reading Course. (Masters Thesis). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/theses/1340
Chicago Manual of Style (16th Edition):
Hazelwood, Imari Rashad. “Value and Effectiveness of an Intervention Reading Course.” 2014. Masters Thesis, Western Kentucky University. Accessed February 19, 2019.
https://digitalcommons.wku.edu/theses/1340.
MLA Handbook (7th Edition):
Hazelwood, Imari Rashad. “Value and Effectiveness of an Intervention Reading Course.” 2014. Web. 19 Feb 2019.
Vancouver:
Hazelwood IR. Value and Effectiveness of an Intervention Reading Course. [Internet] [Masters thesis]. Western Kentucky University; 2014. [cited 2019 Feb 19].
Available from: https://digitalcommons.wku.edu/theses/1340.
Council of Science Editors:
Hazelwood IR. Value and Effectiveness of an Intervention Reading Course. [Masters Thesis]. Western Kentucky University; 2014. Available from: https://digitalcommons.wku.edu/theses/1340
25.
Logsdon, Penelope Sue.
Caring, Interaction, and Active Teaching Strategies: Factors That Contribute to the Success of the Associate Degree Nursing Student.
Degree: EdD, Educational Leadership, 2011, Western Kentucky University
URL: https://digitalcommons.wku.edu/diss/15
► This exploratory study examined successful associate degree nursing students’ perceptions regarding the importance of caring by the nursing faculty, nursing faculty/student interaction, and faculty…
(more)
▼ This exploratory study examined successful associate degree nursing students’ perceptions regarding the importance of caring by the nursing faculty, nursing faculty/student interaction, and faculty use of active teaching strategies. Participants completed a researcher developed survey instrument that measured both the importance and frequency of the caring, interaction, and active teaching strategies. The survey instrument measured six demographic factors and 30 statements regarding caring, interaction, and active teaching. Participants rated the statements for both importance and frequency on a four-point Likert scale. Five community and technical college associate degree nursing programs participated in the research with a total of 270 successful associate degree nursing student candidates completing the survey.
Data analysis revealed that successful nursing students value caring, faculty/student interaction, and active teaching by their nursing faculty. Additionally, the students rated their nursing faculty as providing the care, interaction, and active teaching as
often to
almost always.
Advisors/Committee Members: Dr. Barbara Burch (Chair), Dr. Keith Bird, Dr. Linda Thomas-Glover, Dr. Sherry Reid.
Subjects/Keywords: associate degree programs; nursing students curriculum; community college retention strategies; Community College Leadership; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Nursing
…and
Dr. Sherry Reid
Educational Leadership Doctoral Program
Western Kentucky University… …Directed by:
December 2011
97 Pages
Dr. Barbara Burch, Dr. Keith Bird, Dr. Linda Thomas-Glover…
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Logsdon, P. S. (2011). Caring, Interaction, and Active Teaching Strategies: Factors That Contribute to the Success of the Associate Degree Nursing Student. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/15
Chicago Manual of Style (16th Edition):
Logsdon, Penelope Sue. “Caring, Interaction, and Active Teaching Strategies: Factors That Contribute to the Success of the Associate Degree Nursing Student.” 2011. Doctoral Dissertation, Western Kentucky University. Accessed February 19, 2019.
https://digitalcommons.wku.edu/diss/15.
MLA Handbook (7th Edition):
Logsdon, Penelope Sue. “Caring, Interaction, and Active Teaching Strategies: Factors That Contribute to the Success of the Associate Degree Nursing Student.” 2011. Web. 19 Feb 2019.
Vancouver:
Logsdon PS. Caring, Interaction, and Active Teaching Strategies: Factors That Contribute to the Success of the Associate Degree Nursing Student. [Internet] [Doctoral dissertation]. Western Kentucky University; 2011. [cited 2019 Feb 19].
Available from: https://digitalcommons.wku.edu/diss/15.
Council of Science Editors:
Logsdon PS. Caring, Interaction, and Active Teaching Strategies: Factors That Contribute to the Success of the Associate Degree Nursing Student. [Doctoral Dissertation]. Western Kentucky University; 2011. Available from: https://digitalcommons.wku.edu/diss/15
26.
Super, Daniel J.
Escaping the Remedial Curse: An Evaluation of the Impact of a Credit-Bearing Alternative to Traditional Developmental Education.
Degree: EdD, Educational Leadership Doctoral Program, 2016, Western Kentucky University
URL: https://digitalcommons.wku.edu/diss/99
► This study examined the impact of a credit-bearing intervention literacy course taught at a southeastern United States four-year public university on student retention rates…
(more)
▼ This study examined the impact of a credit-bearing intervention literacy course taught at a southeastern United States four-year public
university on student retention rates and cumulative grade point average. Undergraduate students (N=1,038) entering the
university from fall 2010 to spring 2013 classified as not college ready were assigned to the course as an alternative to a more traditional non-credit bearing developmental reading course.
Using binary logistic regression and hierarchical linear regression, two dependent outcome variables related to student success were measured to infer course effects: twoyear retention status, defined as enrolling at the institution two years successful course completion, and two-year cumulative GPA, defined as the total student GPA two years after successful course completion. Several demographic and academic background characteristics served as covariates during binary logistic regression and hierarchical linear regression analyses. Additionally, analyses of covariance (ANCOVA) compared the outcomes for students completing the intervention course versus students completing the developmental course.
Results confirmed findings of previous studies regarding the influence of participants’ demographic and academic backgrounds on both outcome variables. Furthermore, analyses accounting for these variables revealed students successfully completing the literacy course were more likely to be retained after two years and to have higher two-year cumulative GPAs than their counterparts completing the developmental reading course.
Advisors/Committee Members: Barbara Burch (Co-director), Pamela Petty (Co-Director), Tony Norman, and Jie Zhang.
Subjects/Keywords: remedial; developmental; reading; retention; Higher Education
…Western Kentucky University
This study examined the impact of a credit-bearing intervention… …Barbara Burch, Pamela Petty, Tony Norman, and Jie Zhang
Educational Leadership Doctoral Program…
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Super, D. J. (2016). Escaping the Remedial Curse: An Evaluation of the Impact of a Credit-Bearing Alternative to Traditional Developmental Education. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/99
Chicago Manual of Style (16th Edition):
Super, Daniel J. “Escaping the Remedial Curse: An Evaluation of the Impact of a Credit-Bearing Alternative to Traditional Developmental Education.” 2016. Doctoral Dissertation, Western Kentucky University. Accessed February 19, 2019.
https://digitalcommons.wku.edu/diss/99.
MLA Handbook (7th Edition):
Super, Daniel J. “Escaping the Remedial Curse: An Evaluation of the Impact of a Credit-Bearing Alternative to Traditional Developmental Education.” 2016. Web. 19 Feb 2019.
Vancouver:
Super DJ. Escaping the Remedial Curse: An Evaluation of the Impact of a Credit-Bearing Alternative to Traditional Developmental Education. [Internet] [Doctoral dissertation]. Western Kentucky University; 2016. [cited 2019 Feb 19].
Available from: https://digitalcommons.wku.edu/diss/99.
Council of Science Editors:
Super DJ. Escaping the Remedial Curse: An Evaluation of the Impact of a Credit-Bearing Alternative to Traditional Developmental Education. [Doctoral Dissertation]. Western Kentucky University; 2016. Available from: https://digitalcommons.wku.edu/diss/99
. 
Open Access Theses and Dissertations
