A Health Policy Education Initiative to Increase Political Self-Efficacy in Texas Nurse Practitioners

Aleman, Kristy M Texas A&M University - Corpus Christi ProQuest Dis 2020 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Texas ranks lowest in the nation for access to healthcare. Improvement could be facilitated by active engagement of nurses in political activities and health policy advocacy. Political Self-Efficacy (PSE) is the belief or idea that one can influence policymakers and/or the political process. Historically, nurse practitioners (NPs) have had low PSE because political activity in nurses tends to be limited to voting. This health policy education initiative was a collaboration between the Texas Nurse Practitioners (TNP) organization and Texas A&M University-Corpus Christi (TAMU-CC) to provide an evidence-based educational resource for Texas NPs to improve their PSE and ability to advocate for high quality healthcare for Texas residents. Approximately 5,145 members of TNP, were invited to participate in this health policy education initiative. Participants completed the Efficacy Index (EI) survey before and after attending two live educational webinars addressing key NP policies, the legislative process and engagement in advocacy. Participants were predominantly White females, held a master’s degree in Nursing, were certified as Family Nurse Practitioners, aged 46-65 years of age, and had an income between $80,000-$120,000/year. Pre-education mean scores improved, but only slightly (Webinar 1: 48.3 to 50.0; Webinar 2: 49.3 to 50.5). Initial levels of PSE in this NP sample were higher than expected, likely due to higher education, experience, and membership in a professional organization. Targeted educational interventions can improve PSE levels in NPs resulting in increased engagement in the political process, making it imperative to educate all nurses, and to expand educational opportunities to NPs outside of professional organizations. Nurses constitute the largest group of healthcare providers and have the potential to positively impact legislative health policies. Through increased PSE, Texas NPs can become the needed change agents to advocate for the rights of their profession and their patients.

The relationship among life satisfaction, academic stress, locus of control, and achievement motivation: A comparison of domestic and international students

Karaman, Mehmet Akif Texas A&M University - Corpus Christi 2016 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

International students are one of the fastest growing higher education populations in the U.S. Adapting to new environments and cultures is stressful and may affect a student's life satisfaction and motivation. Knowing how international and domestic students correspond or differentiate in terms of satisfaction of life, academic stress, locus of control, and achievement motivation is important for university administrators and student support personnel. The purpose of this study was to compare locus of control, academic stress, life satisfaction, and achievement motivation across international and domestic college students in the U.S. Participants in this study were 307 international and domestic undergraduate students. The data were collected during the fall 2015 semester at a Hispanic Serving Institution in South Texas. The data were collected utilizing the Smith Achievement Motivation Scale (Smith, Balkin, Karaman, & Arora, 2016), the Internal-External Scale (Rotter, 1966), the Student-life Stress Inventory-Revised (Gadzella & Masten, 2005), and the Satisfaction with Life Scale (Diener, Emmons, Larsen, & Griffin, 1985). Descriptive statistics and MANOVA were used to analyze the variables in this study. A hierarchical multiple regression was employed to determine the extent locus of control, academic stress, and life satisfaction predicted achievement motivation. In addition, Fisher's z transformation was used to evaluate whether two regression models were significantly different. The results indicated a statistically significant difference between domestic and international students as related to achievement motivation. Further analysis revealed significant relationships among predictor and criterion variables. Locus of control, academic stress, and life satisfaction significantly explained 18% of the variance in achievement motivation. However, comparison of the fit of the model from domestic and international students revealed no statistically significant differences between the groups. The study has practical implications for college administrators, educators, and college counselors. The results of the study can help college administrators further understand the unique needs of international students, thereby assisting in their adjustment to new environments and educational systems. In addition, perhaps educators can use the results of this study to modify curricular experiences and syllabi to further meet the needs of international students. Also, findings of this study might encourage college counselors to design and implement achievement focused training programs for domestic and international college students to increase their academic success and retention.

Teacher preparation and formal mentoring at a regional university in south Texas

Arnold, Sydna Klingaman Texas A&M University - Corpus Christi 2006 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The purpose of this study was to determine differences in teacher preparation and retention for two groups of Texas A&M University-Corpus Christi graduates certified in 2002 and 2003. Factors that influenced teacher attrition, such as teaching assignments, working conditions, salary, benefits, scheduling, organizational skills, rapport with administrators, colleagues, parents and students were examined to determine whether graduates who completed a formal mentoring program stay in the teaching profession at higher rates than the graduates who did not participate in the Strategies of Success (SOS) formal mentoring program. Participants included 95 certified TAMU-CC graduates who met the inclusion criterion of no prior teaching experience. A causal-comparative research design was used to compare two pre-existing groups, non-SOS and SOS TAMU-CC certified graduates applying for certification in 2002 and 2003. Outcome measures examined were retention, reasons for leaving the field of education and satisfaction with the teacher education program at this regional university. The TAMU-CC Teacher Education Survey (Arnold & Ramirez, 2003) was used to collect data for this study. Results of the analyses showed no statistically significant difference between the non-SOS and SOS groups.

Platicando con nuestras hermanas (talking with our sisters): A case study of Latina student affairs administrators' mentoring experiences

Perez, Lisa Ocanas Texas A&M University - Corpus Christi 2016 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Hispanics and women represent the fastest growing demographic shift in post-secondary enrollment, yet few Latinas have reached advanced positions within Student Affairs divisions in higher education (Yakaboski & Donahoo, 2011). The nexus of the dramatic student demographic change and the social structure of who is represented in these senior-level positions raise questions about patterns that may signal current discriminatory practices or emerging opportunities surrounding institutional mentoring practices. The purpose of this study was to describe and understand the mentoring experiences of five senior-level Latina Student Affairs administrators in Texas. Using ethnographic collective case study methods, this qualitative study employed feminism and LatCrit as its theoretical framework. The primary sources of data included platicas [tr: talks], artifacts, and reflections. Arts-based techniques were used to analyze and represent the data. Findings are presented as co-constructed narratives of the participants' mentoring experiences and described as: informal mentoring; sharing meaningful connections; serving as advisors, coaches, or teachers; natural and organic; strong bonds; mentoring through technology and groups; familia y construccion comunitaria [tr: family and community building]; tienen las ganas y coraje [tr: having the desire and courage]; haciendo la diferencia [tr: making a difference]; un circulo de empoderiamento [tr: circle of empowerment], and nuestras raices [tr: our roots]. This study informs administrators to encourage and enable Latinas to pursue senior-level administrative positions. Two implications for practice were suggested: mentoring to empower and coming together. Advocating and nurturing informal mentoring models, which include a more collective approach in bringing people of similar cultures and values together to develop/strengthen connections with one another is needed. One implication for methodology was recommended: growing through sharing. It is important to recognize that providing a space for platicas to occur transcends place and time, especially with the use of technology. Platicas as a methodological approach provides a considerable range of interaction and exchange of ideas, beliefs and values in a fluid, natural structure, which may result, in co-produced narratives about mentoring. Lastly, two implications for scholarship were proposed: being seen and heard, and being a madrina [tr: sponsor]. Advocating for and appointing Latinas to positions of visibility and authority is paramount. Being in these positions provides an opportunity for Latinas to work on implementing change, and present alternative viewpoints to achieve more inclusive environments.

Higher education performance-based funding: Benefits and burdens for four-year universities in the state of Texas

Ellis, Robin Texas A&M University - Corpus Christi 2016 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

How to finance higher education remains controversial among policy makers across the United States and Texas is not exempt from the controversy. In 2011, House Bill 9 (H.B. 9) was enacted in Texas to dedicate a portion of state funding to public colleges and universities that meet specific performance-based standards. Although H.B. 9 has been passed and signed into law, it still has not been determined how funding will be distributed or how effective it will be. The study compared expenditures of the 37 public four-year colleges and universities in Texas to anticipated funding amounts based on performance-based indicators established in H.B. 9. The study was descriptive in nature and involved three phases with the third phase culminating in an article for publication. The first phase examined the major aspects and driving forces to performance based funding as it changes the paradigm of how colleges and universities receive public funding. Phase one produced an article published in British Journal of Education, Society, & Behavioral Science (Ellis & Bowden, 2014). The second phase analyzed data from several states with similar performance-based funding standards to help bring to light to the possible effects H.B. 9 will have on Texas' public. Phase two produced a second published article in the Journal of Educational Issues (Ellis & Bowden, 2015). Phase three examined benefits and burdens among public four-year institutions based on funding for performance-based indicators established in H.B. 9. Results showed if general academic, operations and teaching, and space (GAOTS) allocations are made through 2030, institutions benefit through performance-based funding ($4.5 billion support). If they have to rely on bonus dollars only, they will be burdened to reallocate funding from their current budgets on each campus to subsidize ($2 billion) the state's strategic plan to achieve 60x30TX graduation goals. There were several recommendations for future research. First, all institutions stand to gain or lose. However, overall, the regional system institutions stand to gain and lose the most, whereas flagship institutions stand to gain and lose the least. Second, institutions need to be intentional about developing strategies that significantly improve student success, uncovering barriers and enablers to degree and credential attainment, as well as to understanding factors that enable student success. Third, institutions need to rethink student success strategies especially with regard to nontraditional and economically disadvantaged students that make up the majority of the student population at public comprehensive colleges and universities in Texas.

Assessing the link between emotional intelligence and online student achievement

Goodwin, William N Texas A&M University - Corpus Christi 2016 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Research on the success of online students has focused primarily on the characteristics of students that predict success or failure in the online learning environment. Emotional intelligence (EI) can be instrumental in addressing the challenges related to the lack of personal interaction in online environments. Research points at EI as a means of supporting the development of transformational leadership behaviors and leadership success, possibly contributing to business student success. The study was guided by the following research question: To what extent does a business student's level of emotional intelligence, as measured by interpersonal, leadership, self-management, and intrapersonal competencies, explain academic success in online business courses?. The study employed a correlational design. Data were collected electronically, using an online survey instrument. The non-probability sample consisted of 198 undergraduate students enrolled in an online business program at a university in Texas. Due to the non-experimental nature of the study, no causal inferences were drawn. Univariate and multivariate statistical techniques were used to analyze the data. The results indicated that the emotional competency of self-management was endorsed the most, followed by leadership, interpersonal, and intrapersonal competencies. The best predictors of academic achievement were interpersonal and leadership competencies. Accommodator was the most popular learning style, followed by Converger, Diverger, and Assimilator. The EI and Grade Point Average (GPA) differences among the learning styles were statistically significant. Emotional intelligence skills can be used to predict student success in online business education, particularly the skills related to leadership and interpersonal competencies (social awareness, empathy, decision making, effective communication, emotional self-control, and understanding differences in others). Because research has shown that EI can be taught and integrated into the curriculum, EI skill development may serve to support the education and development of more effective business leaders. Future research, examining the potentially interconnected roles of the EI, transformational leadership development, and student achievement in business education, may suggest a mediating role of one of the variables. Specifically, the author recommends examining the EI as a potential mediating variable on the impact of transformational leadership skills supporting student achievement.

The effectiveness of post-tenure review practices in Texas graduate institutions as perceived by academic deans

Kratz, Abby Robinson Texas A&M University - Corpus Christi 2005 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The purpose of this study was to identify and compare the effectiveness of practices related to post-tenure review that are implemented in Texas graduate universities and to determine the level of satisfaction with post-tenure review in their universities currently experienced by Texas academic deans. The focus was on two approaches to professional development: providing a follow-up professional development program for negative post-tenure reviews and making funds available for remediation of problems identified in post-tenure reviews so that faculty may obtain training or coaching to improve performance or gain new skills. Data were collected and analyzed using an interactive online survey instrument. The target population consisted of academic deans in 48 Texas graduate universities. Data were gathered from 135 deans. A combination of descriptive and causal-comparative research designs was employed for the study. Data were analyzed using descriptive statistics for frequencies, and cross-tabulation. Parametric analysis of variance (ANOVA) procedures and non-parametric Mann-Whitney U tests and chi-square analyses were used to determine statistically significant differences, and a Cochran test was employed to investigate relative preferences. The following conclusions were drawn from the findings of this investigation. The universities were more likely to provide professional development programs than funding, but most Texas universities provided neither professional development programs nor funds to assist faculty. There were statistically significant differences in the perception by the deans that post-tenure review was successful when professional development programs were available than when such programs were not provided. There were also significant differences in the perception of success when institutional funding for post-tenure review follow-up was, or was not, made available, but there were no significant differences when the relationship with college or school level funding was evaluated. The availability of funds for post-tenure review follow-up did not result in observable improvement in teaching or research when professional development programs were available. A statistically significant relationship was found between improvement in service and the availability of institutional funding, but the number of institutions with any funding at all was very small (n = 57). No comparable statistically significant relationship was found between service improvement and availability of college or school funds to support remediation. The deans believe funds should be used to assist faculty in their efforts to improve performance after negative post-tenure review, and the differences in their preferences for the use of funds were found to be statistically significant. The deans preferred to use funds for teaching more than research and for research more than service improvement.

Writing instruction at the early childhood level: Teachers' use of individual student writing conferences and other strategies to motivate students to write

Elliott, Jeannette Otto Texas A&M University - Corpus Christi 2014 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The quality of students' writing in kindergarten has a great effect on their future writing ability during the elementary years (Kissel, 2008). Because students begin kindergarten at various levels of writing ability, more knowledge on kindergarten writing instruction is necessary in order to meet the needs of all kindergarten students and to provide quality writing instruction at the kindergarten level. Thus, the purpose of the qualitative study was to examine teachers' perceptions regarding the use of individual student writing conferences and other writing instruction strategies in five kindergarten classrooms using a collective case study approach. A purposeful sample of five kindergarten teachers from a South Texas suburban public school pre-kindergarten and kindergarten campus were the participants for the multiple case study. The researcher explored teachers' writing instruction in the kindergarten classroom through pre and post teacher interviews and two open-ended classroom observations over a seven-week period. The results of the interview data yielded six themes: social interaction, effective learning environment, student writing abilities, student progress toward independent writing, student motivation through praise, teacher self-efficacy. Findings from the observations supported the themes that emerged from the interviews. The findings of the study provide a deeper insight into how to effectively produce writers in the kindergarten classroom and can inform other teachers of ways to meet the individual student needs within a classroom of diverse emergent writers at varying levels of abilities. The descriptions presented in this study regarding writing instruction at the kindergarten level have implications for providing effective instruction to kindergarten students in order to empower their writing success during the elementary years. One recommendation for future research would be a similar study with teacher reflection included, with teachers thinking about their instructional practices, thinking about their desired goals, and thinking about how to adjust their instruction in order for those goals to happen. A second recommendation for future research is to conduct the study allowing for more than seven weeks. One last recommendation for future research would be a similar study using a quantitative research design in order to report on student growth in writing.

International baccalaureate: A study in college readiness

Gurumurthy, Usha Texas A&M University - Corpus Christi 2016 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Lack of college readiness in high school graduates entering college is a problem. The International Baccalaureate Diploma Program (IBDP) is a challenging pre-university curriculum, created by a group of teachers from Geneva in 1968 for students who wanted to study in European universities. The primary purpose of the study was to examine the high school correlates of first semester college freshman Grade Point Average (GPA) and credit hours completed in a non-probability sample of the IBDP graduates. The second purpose was to document the perspectives of a group of the IBDP graduates regarding the effectiveness of the program in preparing them for college. The study employed an explanatory sequential mixed methods design. Descriptive statistics, correlation coefficients, coefficients of determination, and mean difference effect sizes were used to analyze the quantitative data. Inductive analysis was used to analyze the qualitative data. A total of 31 college freshman students, IBDP graduates of the study site, voluntarily participated in the quantitative component of the study and 12, from this group, participated in the qualitative study. The majority of the participants were female (61%), White (84%), and not economically disadvantaged (87%). The quantitative results showed that the study's IBDP graduates had achieved high GPA and completed a large number of credit hours during the first semester of college. High school GPA, junior year English and physics scores predicted college GPA. High school GPA and junior year physics scores predicted the credit hours taken. The qualitative results indicated the challenging nature of the IBDP curriculum had prepared IBDP graduates for the first semester of college with writing skills, problem-solving skills, management of time and stress in college. The results of the study may be used to predict college readiness in IBDP students. The findings could provide the community with positive feedback on the IBDP and encourage more students to enroll in this challenging program. The study could be used to ensure that the best academic programs are available for students' postsecondary success and IBDP programs can use the results to improve gray areas of implementation. The study can be replicated using a diverse population.

Prediction of retention and probation status of first-year college students in learning communities using binary logistic regression models

Sperry, Rita A Texas A&M University - Corpus Christi 2014 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The first year of college is a critical period of transition for incoming college students. Learning communities have been identified as an approach to link students together in courses that are intentionally integrated and designed with first-year students' needs in mind. Yet, learning community teaching teams are often not provided with data prior to the start of the semester about their students in order to target interventions. Also, it remains unclear as to which students are most benefitted by participating in learning communities. One question then becomes, what variables known on or before the first day of classes are predictive of first-year student success, in terms of retention and probation status, for first-year college students in learning communities?. The correlational study employed univariate and multivariate analyses on pre-college data about three consecutive cohorts of first-year students in learning communities at a regional public university in South Texas. Logistic regression models were developed to predict retention and probation status without respect to learning community membership, as well as for each learning community category. Results indicated that group differences were not statistically significant based on either first-generation status or age for retention, while group differences were statistically significant for probation status on the basis of all of the pre-college variables except age. Although statistically significant differences were found among the learning community categories for each of the pre-college variables, there were no statistically significant group differences in their retention or probation rates. The model to predict retention regardless of learning community membership included five variables, while the model to predict probation status included eight variables. The models for each learning community contained different sets of predictor variables; the most common predictors of retention or probation status were high school percentile and orientation date. The study has practical implications for admissions officers, orientation planners, student support services, and learning community practitioners. It is recommended to replicate the study with more recent learning community cohorts and additional pre-college variables, as well as in programs across the nation, to contribute to the literature about the potential for learning communities to enhance first-year student success.