Courting the presidential library system: Are President George Walker Bush and Baylor University a match made in heaven? (Texas)

Kelly, Patricia Elizabeth Baylor University 2005 해외박사(DDOD)

Each presidential library embodies one American president and his time in office as the most powerful individual of that era. Within such institutions are White House archival records ranging from Cabinet meeting notes to letters that the President received, also perhaps during his lifetime. The library may also have a museum, highlighting the artifacts held most dear by the President and his family---items such as a favorite car, a section of Air Force One, a reading desk, the First Lady's office furniture, or something as simple as a favorite tie worn during election time. Three laws of congress govern the presidential libraries---the Presidential Libraries Act of 1955 establishing the libraries; Presidential Records Act of 1978 declaring the White House papers property of the United States; and the Presidential Libraries Act of 1986 establishing physical and fiscal limitations on future libraries. For many of the early presidents, nothing remains to enlighten about their lives and their presidencies. It has been shown that presidential libraries are very successful when associated with a major university, chosen by the President himself. Therefore, typically, universities must present the President with a proposal, justifying a connection between the President and the university. Baylor University in Waco, Texas and its proposal development will be researched using case study methodology. A first step for any university proposal requires a feasibility study to address issues surrounding a Presidential Library Center, then incorporating the ideas into an acceptable agenda. Baylor University is one of several universities vying for the George W. Bush Presidential Library Center. This study examines the historical background as well as the current process in place today for submitting a proposal for the George W. Bush Presidential Library Center. In the conclusion of the study are found recommendations and observations intended for future planners of presidential library centers. As this study draws to a close, President George W. Bush has yet to select a university or a site for his future presidential library center.

The influences on college choice for male athletes at eight selected Division IA universities in Texas

Lawrence, Calvin H., Jr Baylor University 2005 해외박사(DDOD)

This paper reports on a study of college choice and the factors that influence freshmen and other student-athletes. The study was designed to survey male basketball and football players from eight different National Collegiate Athletic Association (NCAA) Division IA Universities. The eight institutions are located in Texas; four are private and four are public state schools. Of the more than 700 student athletes identified at the eight schools, a total of 242 successfully completed the survey. The overall response rate was 35%. The freshmen response rate was much higher; 141 identified for a rate of 81%. Instrument reliability was 0.8195 for the non-college factors, 0.8338 for the college factors, and 0.8783 for the athletic factors. The purpose of this study was to determine: (1) What are the major influences on student college choice for male athletes who participate in football and basketball at the Division I level? (2) Are there differences in influences with regards to private and public institutions? (3) Are there differences in influences with regards to the four individual private institutions (Rice University, Southern Methodist University, Texas Christian University, and Baylor University)? (4) Are there differences in influences with regards to the four public institutions (University of Houston, Texas A&M, University of North Texas, and Texas Tech)? (5) Are there differences in these influences for minority and non-minority student-athletes? (6) Are there differences in influences between freshmen and upperclassmen? (7) Are there differences in influences with regards to basketball and football players?. The study was a replication of a previous study conducted by Bruce Bukowski (1995) for the University of Wisconsin-Madison. The original and continued purpose is to assist student athletes in reflecting upon the factors that cause them to choose one particular university setting over another. These reflections may help determine the most influential factors. The need to understand those factors has probably never been greater, because of the pressures involved with today's recruitment process.

Differences in self-efficacy and global mindedness between short-term and semester-long study abroad participants at selected Christian universities

Kehl, Kevin L Baylor University 2006 해외박사(DDOD)

It has been suggested that the human experience is an increasingly globalized one in which people have multiple cross-cultural exchanges or interactions. Given the growing global interdependence and awareness of common problems facing humanity, many educational leaders have advocated for the internationalization of higher education. Student participation in a study abroad program is a common strategy employed to meet this objective. Educational leaders and decision makers are faced with the difficult task of balancing competing programs as stewards of institutional and human capital in an environment of limited resources. This common, yet special challenge, calls us to find an objective means of evaluating the effectiveness of study abroad programs. The calls, for internationalizing university curricula come from within the academy as well as from the increased student demand for international experiences, are being answered in the affirmative as seen in the recent growth of student participation in study abroad programs. Traditionally, study abroad has been thought of as an experience that requires significant interaction with a host culture often consisting of a semester or year in length. Yet one of the areas of greatest growth has been increased participation in short programs, usually consisting of 8 weeks or less. While different program types, length, and objectives vary from institution to institution, in general, it is agreed that internationalizing higher education should help students prepare for living in the 21st century. Two foundational constructs often cited as necessary components of this preparation include global-mindedness and self-efficacy. The purpose of this study was to determine the differences in outcomes of study abroad length and participation on general self-efficacy, and attitudes reflecting global-mindedness of students at three private Christian universities. This study sought to examine the differences between students who had participated for a semester with students who had participated in a short-term program consisting of 8 weeks or less as well as students who intended to attend study abroad prior to their actual participation. Findings and recommendations reflect the context of the current climate of increasing pressures on university budgets and calls to more accurately measure curricular and co-curricular outcomes.

Enrollment prediction at a Texas Baptist University

Davidson, J. D. Shane Baylor University 2005 해외박사(DDOD)

The college-choice process is complex and affects many high school students, family members, and public policy-makers, as well as institutions of higher education. Despite increasing numbers of high school graduates in many states, there is little evidence of a decline in competition among four-year colleges for students. Intent to increase the number of students, as well as the quality of enrolled students, will likely result in continued or increased marketing and recruitment strategies. With the use of a successful enrollment forecasting tool, like predictive modeling, an institution of higher education can project the size and quality of an incoming class. One of the primary purposes of this study was to develop such a model to determine if potential common factors existed between those first-time freshmen who enrolled and those who did not. The model was developed based on variables collected from admissions applications submitted by prospective students to Hardin-Simmons University (HSU) during a five-year period from 1999--2003. Hardin-Simmons University is a small, private, liberal arts institution in West Central Texas. The independent variables used in this study were housing status, anticipated area of study, high school rank, ethnicity, denominational preference, standardized test score, term of interest, gender, origin of application, and region of state. The dependent variable was, of course, enrollment in HSU. Logistic regression was the statistical procedure used to analyze the data in this study. Logistic regression was selected due to the binary nature of the dependent variable (matriculation or enrollment). The independent variables were processed through the final predictive model to determine the level of influence each had on enrollment to Hardin-Simmons University. Seven of the 10 independent variables were found to be statistically significant in the final model. One of the stated purposes of this study was to identify the attributes or characteristics among first-time freshmen applicants who matriculated at HSU versus those who did not. This objective was accomplished using the independent variables found to be significant in the study through a logistic regression equation.

Relationship between self-efficacy beliefs and socio-cultural adjustment of international graduate students and American graduate students

Gajdzik, Patrycja K Baylor University 2006 해외박사(DDOD)

There are many benefits to the presence of international students on American campuses such as increase in diversity and economic contribution (AEC, 2000). However, many international students struggle with adjusting to a new culture (Hubbard, 1994) which may result in attrition, diminished performance, and difficulties in interpersonal relationships (Matsumoto et al., 2001). Researchers have found that students' beliefs and feelings about themselves are likely to positively correlate with their overall adjustment. Therefore the purpose of this study was to examine the cultural adjustment of international graduate students as compared to American graduate students and to examine the factors that contribute to self-efficacy beliefs in students from both groups. The research was conducted at a private, midsized university in Texas and a mixed method design was employed. Quantitative data were collected through the General Self-efficacy Scale, the Socio-cultural Adaptation Scale, and a demographic form. Qualitative data were gathered through responses to open-ended questions. The sample was stratified based on age and gender and consisted of 100 international graduate students and 100 American graduate students. Major conclusions include the following: general self-efficacy beliefs and students' perceptions of their cultural adjustment were not related to one another when examined with samples of international graduate students and American graduate students at an American university. In addition, there was no difference between the general self-efficacy beliefs of the international graduate students as compared to general self-efficacy (GSE) beliefs of American graduate students. Students in both samples scored high on GSE as compared to normative sample, and students' status did not appear to have an influence on their general self-efficacy beliefs. A statistically significant difference was found between international graduate students and American graduate students' perceptions of their socio-cultural adaptation, p ≤ .001. Students' responses to open-ended items were consistent with previous findings that factors such as academic performance, social networks, goodness of the match between the individual and university's resources, and perceived satisfaction influence students' adjustment to their new environment.

The relationship between perceived early childhood family influence, attachment, and academic self-efficacy: An exploratory analysis

Williamson, Daniel G Baylor University 2005 해외박사(DDOD)

This study sought to determine whether relationships existed between perceived early childhood family influences, adult attachment style, and academic self-efficacy among young college students. Results were based on data collected from 304 college students attending two Central Texas community colleges and one Central Texas university. Research questions included: Is there a relationship between perceptions of early childhood family influence and attachment?; Is there a relationship between perceived early childhood family influence as measured by the Perceived Early Childhood Family Influence Scale (PECFIS), adult attachment (Attachment Style Questionnaire---ASQ), and academic self-efficacy (College Academic Self-Efficacy Scale---CASES)?; Can perceived early childhood family influence and adult attachment serve as accurate predictors of perceived academic self-efficacy? Multiple regression analysis involved searching for a model that could be used for predicting academic self-efficacy and correlational analysis seemed to support various perspectives from previous research including the connections between perceptions of early childhood family influence and internal working models of adult attachment. Analysis indicated that participants in the sample population, possessing strong positive feelings towards recollections of early childhood family influences, also possessed greater confidence in themselves and in others as well as greater perceptions of academic self-efficacy.

Outsiders Within: A Phenomenological Qualitative Study of How Black Female Faculty Navigate Race and Gender in Predominately White Institutions

Adderley, Rebekah P Baylor University ProQuest Dissertations & Theses 2022 해외박사(DDOD)

The purpose of this study was to obtain greater insight into the experiences of Black women who work as full-time faculty at two and four-year colleges and universities. This phenomenological qualitative study investigated the formal and informal interactions that full-time Black female faculty have with colleagues and students alike. Additionally, this study investigated how full-time Black female faculty manage self-care in the aftermath of racist and sexist experiences. Black Feminist Thought was used as the framework for analysis in this study. Black Feminist Thought is the study of how the political and economic status of Black women results in a distinctive set of experiences that lead to a different view of reality than that of other groups (Collins, 1989). Black Feminist Thought asserts that, through self-definition, Black women claim the power to reject externally-defined negative stereotypes about Black women (Collins, 1986; Stevens, 2019). As well, through self-valuation, Black women can look inward and rely upon themselves to ascertain their value (Stevens, 2019).This study utilized open ended, semi-structured interviews of 13 participants. All of the participants were Black women who worked as full-time professors, lecturers, or instructors at two or four-year colleges and universities. Each participant described their interactions with colleagues and students within both formal and informal settings. As well, each participant shared how they manage self-care in the aftermath of racist and sexist interactions.Research shows that women who work as higher education faculty experience undue stress as a result of navigating interlocked systems of oppression (Collins, 1986; Harris, 2012). The results of this study found that the participants experienced hostile work environments, cultural taxation, and gendered racism. Additionally, the results found that Black female faculty connected with sister circles, relied on faith, engaged in hobbies, and participated in community organizations to manage self-care in the aftermath of racist and sexist experiences. The results of this study can enhance the diversity and inclusion training provided to college and university administrators, faculty, and staff. In addition, the results of this study can be used to develop and implement more effective employee conduct policies on college and university campuses nationwide.

Elementary teachers' sense of efficacy for teaching reading and the Efficacy Scale for Teachers of Reading (EST-R)

Estes, L. Karen Baylor University 2005 해외박사(DDOD)

The present study describes the design and implementation of the Efficacy Scale for Teachers of Reading (EST-R) as a subject-specific tool to measure a teacher's beliefs about his/her ability to teach reading. Further, the study describes elementary teachers' sense of efficacy for teaching reading using the EST-R, as well as correlations between sense of efficacy for teaching reading and certain teacher characteristics. A pilot study of the EST-R was conducted at a medium-sized, private university in central Texas. Participants (N = 60) in the pilot study were pre-service teachers enrolled in three randomly-selected university education courses. In the formal study, participants (N = 144) were currently-employed school teachers from seven public elementary schools (grades EE-5th) in central Texas. Schools selected to participate in this study were diverse in ethnic makeup, percentage of economically disadvantaged students, and students with limited English proficiency. Selected schools represented various levels of performance on state-mandated standardized testing measures. Completing the EST-R and a demographic survey, participants in the study reported a relatively high sense of efficacy for teaching reading. Significant findings included those participants who reported five years or more teaching experience in the current assignment had a higher sense of efficacy for teaching reading than those who had less than five years experience. Additionally, participants who reported five years or more experience teaching reading had higher sense of efficacy for teaching reading than those who had less than five years reading teaching experience. Those participants who were currently teaching reading had a significantly higher sense of efficacy for teaching reading than those who were currently teaching in other fields. Further, participants who reported attending professional development within the last five years specifically related to improving reading instruction had a significantly higher sense of efficacy for teaching reading than those who had not attended such professional development. The EST-R is a promising tool to further define the effective reading teacher. Far-reaching significance of the present study exists for researchers, practitioners, K--12 schools, and teacher preparation programs.

Multicultural education: Equity pedagogy on perception and practices of emerging secondary teachers

Crow, Chelleye L Baylor University 2005 해외박사(DDOD)

Multicultural education, as an educational movement, began in the late 1960's and early 1970's growing out of the Civil Right's Movement. However, true multicultural education and reform is an ongoing process and teacher education programs have a responsibility to prepare preservice candidates for the diverse classrooms of today and tomorrow. While multicultural education is multi-dimensional, the purpose of this study was to discover the perceptions and practices of emerging secondary teachers in equity pedagogy. The research was conducted at a mid-size private university in Texas, and a case study/ethnography design was employed. Qualitative data was collected through interviews, survey, syllabi, and discussion board questions. The data was analyzed using grounded theory, inductive and deductive analysis, modified analytic model, and the constant comparative method. Major conclusions include the following: (1) Field placement and exposure to diverse student populations without formal instruction and modeling of multicultural knowledge and pedagogical skills is not multicultural education. (2) There is a relationship between faculty preparation and the preparation of the preservice candidates in multicultural education. The faculty lacks a knowledge base in multicultural knowledge to draw upon in the classroom. (3) The candidates posses the subject-area knowledge, but without a foundation in the concepts of multicultural education, they are unable to make connections between these concepts and their subject-area and then integrate them into their classroom dialogue. (4) There is a need for professional development on the part of the faculty in multicultural knowledge, pedagogical knowledge in conjunction with multicultural knowledge, and reflective self-analysis.

Preservice teacher efficacy: The impact of a year-long, field based experience in a professional development school

Purdum-Cassidy, Barbara Baylor University 2005 해외박사(DDOD)

This one-group repeated measures longitudinal study examined the effects of an extended field-based experience in a professional development school on the teaching efficacy of preservice teachers. The study took place in an initial teaching certification program at a university in central Texas, where a Teaching Associate year is required for all students majoring in education. The Teaching Associate experience for this study consisted of a six-hour block of professional studies during each of two semesters. The six-hour block included a three semester-hour seminar and a 120-clock hour practicum. The research questions were: (1) Do teacher education candidates' perceptions of teacher efficacy change as a result of the Teaching Associate Experience? (2) Which contextual factors influence teacher education candidates' perceptions of teacher efficacy as a result of the Teaching Associate experience?. The Teachers' Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) was used to assess the Teaching Associates' sense of efficacy. In addition, the participants were asked to rate the quality of support they received in 2 areas: teaching resources and interpersonal support. A final item asked participants to rate their level of satisfaction with their own professional performance. Study results indicated significant differences in the Teaching Associates' sense of efficacy beliefs as a result of the experience. The results also indicated significant relationships between Teaching Associates' efficacy beliefs and support variables, to teaching resources, and to the interpersonal support received from the university faculty, the Clinical Instructor, and the other Teaching Associates. In addition, Teaching Associates' sense of efficacy was significantly related to their level of satisfaction with their own performance. The findings of the current study provide support for the Tschannen-Moran, Woolfolk Hoy, and Hoy (1998) model of teacher efficacy. This model suggests that the availability and quality of instructional materials and contextual factors such as interpersonal support are a part of the analysis of the teaching task, which is a component of efficacy judgments.