Training of

The purpose of this study was to analyze the development of preservice teachers' beliefs in regard to diversity concepts and issues. The current study finds a positive development in preservice teacher candidates' professional beliefs about diversity as shown through observations, interviews, and document analysis at the beginning and end of upper division coursework in an elementary education degree program that infuses diversity throughout the program. Reflection is at the core of the goals of the college of education in which this program resides. Findings from this study revealed that through reflection and discourse, a majority of the senior students did show development in their professional beliefs about diversity concepts and issues. These findings may add to literature on program evaluation in the study of diversity concepts and infusion throughout upper division coursework. This study was limited due to an extremely low response rate and other spurious factors.

The Chief Research Administrator (CRA), also known as the Vice President, Vice Provost, or Vice Chancellor for Research, plays a key role in the research university. It is a position of power and not only affects the mission of the institution, but also controls a very large and vital percentage of external funding. The lack of information on how to prepare for the position makes it difficult to plan a career path for those who aspire to the position. This study was designed to obtain information to define the persona and career path(s) of the CRA at research universities in the United States. Survey data related to career pathways resulted in the emergence of four main pathways; Faculty/Academic, Administrative, Private Industry, and a Combination of the first three pathways. The results indicated that the most highly cited pathway to the position of the CRA was the Faculty/Academic (83%). The least traveled pathway to the position of CRA was found to be Administrative, that is, beginning at the lowest levels of a research office or administrative position and progressing through the ranks of the research office.

This mixed methods study investigated 5th-grade teachers' reported use of computer technology and variables that have been identified by researchers as affecting teachers' use of technology, including professional development activities, physical access to computer technology, and technical and instructional support provided for teachers. Quantitative data were collected from 80 5th-grade teachers from a Florida public school district through an online survey in which teachers reported how frequently they used and had their students use computer technology for 27 different purposes. The teachers also reported the amount of emphasis those 27 different topics received during their technology-related professional development experiences, the number of hours they participated in technology-related professional development, the number of months they participating in a technology coaching/mentoring program, the access their students had to computers in the classroom and in a one-to-one co mputing environment, and the frequency that they received technical and instructional support. Information from the school district's technology plan provided a context for the study. Qualitative data were collected through interviews with seven of the survey participants. The findings indicated that for 18 different purposes of technology, there was a significant correlation between how frequently teachers used and had their students use technology and the teacher-reported emphasis those topics received during technology related professional development. Self-reported frequency of support, student-to-computer ratio in the classroom, hours of professional development, and months of mentoring did not moderate the relationship between frequency of technology use and the content of professional development.

The purpose of this research study was to identify practices that principals utilize that are believed to influence teacher retention. Teacher turnover is a major problem facing principals and school systems today. Much of the present research focuses on why teachers leave the field, but there is little research on the principals' perceptions of what they do to stem the flow of educators leaving the classroom. To accomplish this purpose, a case study was conducted, focused on identifying the principals' role in teacher retention and their perceptions of the most important strategies utilized to stimulate high teacher retention. Qualitative research methods including individual interviews, open-ended questionnaires, and focus groups enabled the researcher to identify, compare, and contrast the perceptions, beliefs, and practices used by the nine study participants. The research design produced interviews filled with rich narratives describing the practices used by principals at schools with high teacher retention. The focus group discussion elucidated the common behaviors that were perceived to support teacher retention. The study yielded evidence that high-performing principals with high teacher retention rates clearly and consistently identified specific practices they believe support teacher retention; that principals play a vital role in teacher retention and that their leadership, support, and daily practices influence a teacher's decision to remain in teaching. The data collected indicates the centrality of creating a positive school culture and a sense of belonging. All the other identified principal practices are intertwined with and contribute to this outcome.

Utilizing a modified Delphi Technique research study, consensus was sought from 298 practitioners in the public assembly facility management (PAFM) industry regarding their perceptions on varied matters connected to the academic preparation of managers/executives serving the industry. A comprehensive literature review and a prior pilot study were conducted for the purpose of creating the initial survey (Questionnaire 1). The pilot study consisted of an open-ended interview session with a panel (N=16) of PAFM managers. Sixty-four (64) of 66 consensus-seeking items attained consensus from the respondents (N=298) after Questionnaire 1 results were tabulated. Respondents were given the opportunity to re-assess their Questionnaire 1 choices in Questionnaire 2 and if compelled, change them. Items related to Kinesiology and Physical Education did not attain consensus status in Questionnaire 1 or Questionnaire 2. This study concluded: a) academic program in PAFM is beneficial to the industry (96%) and 63.5% viewed the degree as very important or essential; b) the preferred academic delivery level was Bachelors/undergraduate (52.7%); c) the degree program should be housed in Business (42%); d) the preferred competencies and skill sets were identified; e) the preferred course components were identified.

The importance of employment in our society is unmistakable. The financial outcome of employment allows us to provide for ourselves and others. Furthermore, our employment status, and the work in which we engage, play a part in defining our self-concept. For many people, however, sustained employment remains elusive. The unemployment rate for individuals with disabilities is staggering, and the consequences of being without a job affects those who are unemployed, their families, and our society. There are many issues that directly challenge the employment status of people with disabilities. Some of these include funding for supported employment programs, employer bias, and the outcomes of our country's educational system. Another issue that affects the employment of individuals with disabilities is the manner in which they are prepared prior to employment and coached while on the job. The purpose of this investigation was to examine the effects of performance feedback delivered via covert audio coaching on the job performance of supported employees. A multiple baseline design across participants and work tasks was used to evaluate the effects of the intervention on the participants' work performance (accuracy and speed of task completion). The results demonstrated that the supported employees made substantial improvements on their accuracy and speed of completing the selected work tasks. The results also showed that the improvements maintained for 4-5 weeks following the removal of the intervention.

Extensive literature research revealed that little was known about the effectiveness of athletic training continuing education workshops in increasing athletic trainers' knowledge, skills and abilities. The three purposes of this mixed method exploratory study were: 1) to examine whether continuing education workshops were perceived by athletic trainer participants as effective; 2) to determine if a relationship existed between efficacy and perceived workshop training effectiveness; 3) to demonstrate the transfer of training through work experiences. Participants were recruited through Board of Certification for the Athletic Trainer (BOC) approved continuing education workshops. Eighty-four participants completed a questionnaire packet on the day of the workshop. The packet contained the Athletic Training Efficacy Questionnaire, subject matter pre-test, workshop evaluation, and subject matter post-test. Two months after the workshop, participants were contacted and asked to complete an online questionnaire that focused on their perceptions of the workshop they attended and their transfer of the training to the workplace. Quantitative data analysis revealed no significant relationships between participants' levels of efficacy and ages, genders, work experience, and degree attainment. Nor was there a significant relationship found between participants' level of efficacy and their perceptions of workshop effectiveness. The characteristics of the workshops were perceived as effective in increasing participant knowledge, skills and abilities related to athletic training. Overall, 20.2% of participants perceived the workshops as being very effective, 46.4% perceived the workshops to be effective, and 33.3% perceived the workshops as ineffective.