Barriers, Motivators, and Perceived Abilities Related to Completion of the Doctoral Degree

Lovelace, Jennifer McGhee ProQuest Dissertations & Theses Auburn University 2015 해외박사(DDOD)

Student retention has been a well-researched topic in higher education for decades (Austin, Cameron, Glass, Kosko, Marsh, Abdelmagid, & Burge, 2009; Ericson & Gardner, 1992; Lau, 2002; Pang, 2009; Thompson, 2007; Wetzel, O’Toole, & Peterson, 1999). Many universities receive funding based on the number of students enrolled each term so keeping students enrolled is not only in the best interest of the institution financially but also in the best interest of overall student success (Titus, 2004). Maintaining high rankings is also vital since retention and graduation rates are widely published and many students base their choice of higher education on these rankings (Hossler, 2006).The study of the relationship between perceived barriers and doctoral student completion rates could possibly lead to policy creation aimed at increasing student retention at the doctoral level. Since most of the retention theory and policy creation is directed toward undergraduate students, results of this study could yield implications for doctoral support programs. Research estimated that 40-60% of doctoral students do not persist to finishing their degree (Austin, et al., 2009; Bowen & Rudenstein, 1992; Cassuto, 2013; Di Pierro, 2012; Frischer & Larsson, 2000; Galima, 2013; Green, 2005; Golde, 2005; Holley & Caldwell, 2011; Ivankova & Stick, 2007; Katz, 1997; Kiley & Millins, 2005; Lahenius & Martinsuo, 2011; Spaulding & Rockinson-Szapkiw, 2012; Stallone, 2004; West, Golkap, Vallejo, Fischer, & Gupton, 2011) and that 20% of those that advance to candidacy do not finish the dissertation phase (Bowen & Rudenstine, 1992; Frischer & Larsson, 2000; Green 2005; Katz, 1997: Kiley & Millins, 2005). Studying the motivating factors of students who have returned to finish their doctoral programs can seek to provide this motivation before student departure occurs.The literature review related key departmental differences that lead to a culture within academic departments in doctoral study (Hawlery, 2003). Student socialization happens primarily at the department level (Gardner, 2007; Golde, 1998). The educational silos created in doctoral programs, leads to a sense of a community or culture of graduate study that varies per department (Spaulding & Rockinson-Szapkiw, 2012). Because of the community type environment created by these educational silos, the research approach used in this study was ethnography.The defining characteristics of ethnography generally include developing a complex description of the culture of a group, identifying patterns of group activities, starting with a theory and drawing from cognitive science to understand ideas and belief, and extensive fieldwork (Creswell, 2013). The overall analysis results in an understanding of how the culture group works, how it functions, and the general way of life of the group (Creswell, 2013).I conducted this study within the College of Education at a public land-grant institution in the southeastern region of the United States. The College of Education at this institution is comprised of three departments and one school. I recruited participants from these four disciplines because they were nearing the end of their doctoral studies or had recently graduated with their PhD.Participants were doctoral students over the age of 19 who were currently enrolled or had just completed a doctoral program within the College of Education. I made special effort to target individuals approaching the end of their doctoral studies or new graduates. My goal was to understand the barriers and motivators that graduate students experience on the way to completing their degree. Students closer to the end of their degree and recent graduates are more likely to have experienced both.For this research study, analysis will begin the moment data collection begins. Analysis involved a constant jumping back and forth between emic and etic perspectives. Interpretation of data begins to happen as the interviewer and the interviewee converse. Even the method in which I transcribed the interview was a form of analysis.The findings of this study were instrumental in understanding the cultures of the College of Education disciplines at one land-grant University in the southeastern United States. Understanding the culture within a department can aid in the development of best practices models for graduate student attrition. An important next step would be to conduct similar studies with current students focusing on the major themes identified here and work to develop a best practices model for doctoral students in different culture (departmental) groups.

New approaches to the inhibition of human thymidylate synthase (hTS), and, Crystallographic studies of human complement protein C8gamma

Lovelace, Leslie Laron University of South Carolina 2005 해외박사(DDOD)

Part I. Human thymidylate synthase, a well validated target in cancer chemotherapy, was crystallized from PEG 3350 and 30 mM ammonium sulfate (AS). The crystals are isomorphous with high-salt crystals (∼2.0 M AS), however, the low-salt conditions of these crystals are much more suitable for the study of thymidylate synthase inhibitors; especially those that utilize sulfate-binding sites to stabilize the inactive conformation of loop 181--197. Stabilization of the inactive conformation should not only inhibit catalysis but also prevent elevation of hTS levels that result in drug resistance. Mutants of human thymidylate synthase (hTS) designed based upon structural information obtained from the active and inactive conformations of the enzyme were crystallized and their structures determined. New inhibitors acting via stabilization of the inactive conformation (Propanediphosphonic Acid-PDPA) were developed; they are uncompetitive and show positive cooperativity with classical antifolates (ZD9331, Astra Zeneca). hTS, a dimer of two identical subunits, undergoes a conformational change upon ligand binding leading to subunit asymmetry. Structural considerations and oligornerization changes observed upon ligand binding suggest that the two inhibitors bind in different subunits of the hTS dimer. Part II. C8gamma is a 22 kDa subunit of C8 protein, one of five components of the cytolytic membrane attack complex of complement (MAC). Crystallographic investigations of C8gamma in complex with lauric acid (C12) and 1-palmitoyl-lysophosphatidylethanolamine (C16) show the molecules binding in the C8gamma calyx. Conformational shifts in residues Y83 and Y131 allow access to a hydrophobic part of the binding site. The observed shifts create an opening that connects the lower, hydrophobic cavity to the hydrophilic portion of the calyx. A mutant of C8gamma (Y83W) designed to prevent access to the lower binding pocket lacks this conformational flexibility. Also determined was the structure of C8gamma complexed with a synthetic peptide corresponding to an insertion/deletion (indel) in C8alpha. Results suggest that ligand binding to C8gamma may be controlled by this segment of C8alpha, which was shown to bind at the opening of the calyx and block access to the lower cavity.

Teacher beliefs about conceptual understanding in mathematics

Lovelace, Stephen D University of Wyoming 2005 해외박사(DDOD)

This study investigated teacher beliefs about conceptual understanding and what teachers' believe to be observable indicators of student understanding in mathematics. The study was based on interviews and observations of six middle level teachers who are participating in the Middle School Mathematics Initiative at the University of Wyoming. The study further analyzes the impact of the Middle School Mathematics Initiative on teacher beliefs about the conceptual understanding of mathematics and its indicators. Analysis of the data suggests that teachers believe conceptual understanding is knowing how ideas are connected, the ability to transfer knowledge and the ability to apply knowledge outside the classroom setting. They believe that understanding is demonstrated within the flow of the classroom day when students are explaining what they know, when they are performing talks that expose understanding and also by the affective reaction or state of the students. They felt that what they see as understanding in students has been impacted by their experiences in the Middle School Mathematics program and they feel their own understanding has been enhanced by their experiences there.

The Myth of the Yellow-Brick Road: Extending the CIP Model of Leadership

Lovelace, Jeffrey B ProQuest Dissertations & Theses The Pennsylvania S 2017 해외박사(DDOD)

In recent years the Charismatic, Ideological, and Pragmatic (CIP) model of leadership has received increasing support in the literature. However, the application of and research dedicated to the model remain limited. As such, the aim of this effort is to both broaden the application of the CIP model of leadership by theoretically extending the principles of the model, as well as develop a psychometrically sounds scale that measures all three CIP leadership styles. The theoretical extension of the model expands the application of the model beyond leaders at the upper echelons of organizations and proposes that most leaders display mixed CIP leadership profiles as opposed to a singular CIP style of leadership. Additionally, building upon the theoretical foundation of our proposed extension, we introduce a new CIP measurement scale. Initial results from the examination of the scale's factor structure and construct validity indicate strong support for the measure. Additionally, a criterion validation study using the CIP measure provides initial evidence that suggests it possesses predictive power beyond the current prominent leadership psychometric tools on specific measures of performance. Future research directions and practical implications of this effort are discussed.

A meta-analysis of experimental research studies based on the Dunn and Dunn Learning-Style Model

Lovelace, Maryann Kiely St. John's University (New York), School of Educat 2002 해외박사(DDOD)

The purpose of this investigator was to conduct a quantitative synthesis of experimental studies in which this model had been utilized between 1980 and 2000. Of the 695 different citations elicited by the database and reference-section searches, 76 original research investigations met the established inclusion criteria. A total of 7196 participants from these experimental research investigations provided 168 individual effect sizes for this meta-analysis. Data from these investigations were collected, coded, and summarized. The mean effect-size values for students' achievement and attitudes calculated and interpreted by this meta-analysis provided evidence for increased achievement and improved attitudes when responsive instruction was provided for diagnosed learning-style preferences. Not enough data were available to calculate mean-effect size values for behavior. Three tests determined the heterogeneity of the included investigations. Therefore, independent variables that impacted upon effect sizes were examined using both inductive and deductive moderator searches. No significant difference was found between subset categories of twelve of seventeen independent variables for achievement or for sixteen of seventeen variables for attitude. Therefore, there were a total of six moderating variables. No publication bias was revealed by correlations between sample sizes and effect sizes and the calculation of a Fail Safe N statistic. Finally, the current investigation and the previous meta-analysis conducted by Sullivan (1993) and reported in the <italic>Journal of Educational Research </italic> (Dunn, Griggs, Olson, Gorman & Beasley, 1995) and the <italic> National Forum of Applied Educational Research Journal</italic> (Sullivan, 1996–7) were compared. The mean effect size results for achievement from the current and the previous meta-analysis were consistent or robust. Therefore, it can be strongly suggested that learning-styles responsive instruction would increase the achievement and improve the attitudes toward learning of all students. Although authors of both studies revealed heterogeneous findings, there were indications that the data were less variable in this investigation and fewer moderating variables were revealed. In summary, although several moderating variables influenced the outcome, the results of this investigation overwhelmingly supported the position that matching students' learning style preferences with complementary instruction improved both academic achievement and student attitudes toward learning. According to Cohen's (1977, 1988, 1992) definitions, all averages for r and d effect sizes for both the previous and the present meta-analysis were medium to large. The Dunn and Dunn Learning Style Model had a robust medium to large effect that was both practically and educationally significant.

The effects of explicit phonological awareness instruction on the prereading skills of preschool children at risk for reading failure: Comparing single and multiple skill instructional strategies

Lovelace, Temple S The Ohio State University 2008 해외박사(DDOD)

Phonological awareness skills (i.e., phonemic awareness, rhyme awareness, awareness of alliteration, etc.) are important to the reading ability of all participants (National Early Literacy Panel, 2007; National Reading Panel, 2000). More specifically, these skills are critical to the success of participants defined as at risk for reading disabilities (Adams, 1990; Juel, 1988). This study analyzed the effects of explicit instruction in phonemic awareness, rhyme awareness and awareness of alliteration as well as instruction in discrimination of the differences among the skills and their relationships. This study also provided a basis for introducing a computerized format of the Get it, Got it, Go and to compare the results obtained from the computer-based version with the traditional format of the assessment. Results indicate that participants responded favorably to the explicit instruction through increased responding if they had evidence of the individual skills prior to the beginning of instruction and emergence of the skill and growth in responding after instruction started. The computerized format was also found to be a valid and reliable format of the Get it, Got it Go assessment instrument. Lastly, contributions of this study and future research are presented.

Measurement of the mass and width of the W boson with the OPAL detector at LEP

Coxe, Robin Lovelace The University of Chicago 2000 해외박사(DDOD)

Measurements of the mass and width of the W boson are performed using ∫ <math> <f> <sc>L</sc></f> </math> <italic>dt</italic> = 183 pb<super>−1</super> of data recorded at <math> <f> <rad><rcd><rm>s</rm></rcd></rad></f> </math> = 189 GeV from the OPAL experiment at LEP. The reconstructed invariant mass distributions from 970 W<super>+</super>W<super>−</super> → qq¯qq¯ and 1118 W<super>+</super>W<super>−</super> → qq¯<math> <f> ℓ<ovl><g>n</g></ovl><inf>ℓ</inf></f> </math> events are used to extract the W mass, assuming the Standard Model relation between the W boson mass and width: <display-math> <fd> <fl>M<inf><rm>W</rm></inf>=80.440±0.075<fen lp="par"><rm> stat.</rm><rp post="par"></fen>±0.042<fen lp="par"><rm> syst.</rm><rp post="par"></fen><rm>GeV.</rm></fl> </fd> </display-math>. A direct measurement of the width of the W boson gives:<display-math> <fd> <fl><g>G</g><inf><rm>W</rm></inf>=2.082±0.185<fen lp="par"> <rm>stat.</rm><rp post="par"></fen>±0.100<fen lp="par"> <rm>syst.</rm><rp post="par"></fen><rm>GeV.</rm></fl> </fd> </display-math>.

Investigations of the kinetics of surfactant-assisted growth of cobalt/copper multilayers

Peterson, Brennan Lovelace Stanford University 2003 해외박사(DDOD)

Surfactants—a term given to a broad family of surface additives used in thin film growth—provide a potentially useful tool for the deposition engineer. A long history of work on the field has produced a sometimes conflicting view of what surfactants do, and while their efficacy in improving magnetic films is well established, the attendant structural changes remain unclear. Early work on surfactant-assisted growth was generally confined to deposition at near equilibrium conditions: high temperature and very slow deposition rates on very smooth (single crystal) substrates. In the case of low temperature sputter deposition, the kinetic phenomena differ greatly from the near-equilibrium case: high rate, more interlayer diffusive pathways, high grain boundary density, and few well defined atomic steps. There are two major ideas which underlie and explain the use of surfactants. First, they are used to alter growth kinetics of a single material by changing the diffusion barriers on the growing surface. Second, surfactants alter the initial nucleation parameters in heteroepitaxial growth, which is often explained with reference to changes in the surface energy, γ. Changes to these parameters result, in turn, to variations of the roughness and conformality of thin films grown with the assistance of surfactants. Finally, the roughness and conformality are critical for determining the performance of modern thin film magnetic sensors. As surfactants offer a way to alter the nucleation and growth kinetics, they offer tremendous potential benefits. However, before surfactants are trustworthy deposition tool, a better understanding of their structural effects and underlying surface energy and kinetic changes is necessary. In order to investigate these phenomena, DC magnetron sputtered [Co/Cu] multilayers were deposited on Si/SiO₂ substrates using O₂, Ag, Pb, and In as surfactants. Oxygen was introduced during growth at partial pressures ranging from 10<super>−9</super> to 10<super>−6 </super> Torr, as well as “puffed” onto interfaces. The metallic surfactants (Pb, In, Ag) were deposited at various points in the multilayer—on top of the Co, on top of the Cu, or at the base—in order to determine the most effective position. In order to determine the role surface energy plays in determining surfactant assisted growth, <italic>in-situ</italic> stress measurements were taken. Surface energy effects are clearly seen in In and Pb deposition, while minimal changes are seen for O₂ and Ag. To quantify the microstructural changes, low angle specular and diffuse scatter measurements were made. Specular scatter is sensitive to the film roughness, while diffuse scatter is particularly sensitive to changes to the layer-to-layer roughness correlations. The addition of a constant background of O₂ during growth had the largest effect on the conformality and smoothness of the multilayers. Of the metallic surfactants, using Ag led to the greatest improvement in smoothness and correlation. With these results in hand, we posit a few basic models of surfactant activity in the various material systems.