Students' persistence in the University of Nebraska-Lincoln Distributed Doctoral Program in Educational Leadership in Higher Education: A mixed methods study

Ivankova, Nataliya V The University of Nebraska - Lincoln 2004 해외박사(DDOD)

The purpose of this mixed methods sequential explanatory study was to understand what impacted students' persistence in the in the Distributed Doctoral Program in Educational Leadership in Higher Education offered by the University Nebraska - Lincoln. In the first, quantitative phase of the study, the research questions focused on identifying the predictive power of ten composite variables, representing selected internal and external factors to students' persistence in the program. The data were collected via a web-based survey (N = 278), using a self-developed instrument. The response rate was 74.5%. First, the participants' answers to separate items on the survey scales were analyzed using descriptive statistics. A discriminant function analysis identified five variables best predicting the group membership: program, online learning environment, student support services, faculty, and self-motivation. In the second, qualitative phase, four case studies, selected on typical response and maximal variation principle, one from each of the four participant groups (Beginning, Matriculated, Graduates, and Withdrawn/Inactive), explored the results from the statistical tests in more depth. The data collection included multiple sources. Four themes related to the participants' persistence in the program emerged in the thematic analysis of each case and across the cases: quality of academic experiences, online learning environment, support and assistance, and self-motivation. In each case, the themes differed in the number and similarity of categories comprising them. There were more similarities between the participants still in the program, than with the graduated or withdrawn/inactive members. The quality of the program and students' academic experiences learning in the online environment was the most discussed theme. Quality and online learning environment were also the reasons for withdrawal from the program. The results of the quantitative and qualitative phases were integrated while interpreting the outcomes of the entire study. Based on the findings from the quantitative and qualitative phases of the study, a preliminary model of students' persistence in a distributed doctoral program was developed.

Flaming as an alternative weed control method for agronomic crops in organic and conventional production

Ulloa, Santiago M The University of Nebraska - Lincoln 2010 해외박사(DDOD)

Organic producers are interested in testing propane flaming as part of an integrated weed management program for organic crop production. Field experiments were conducted at the Haskell Agricultural Laboratory of the University of Nebraska, Concord, NE in 2007--2008 and 2008--2009 utilizing several doses of propane applied at different plant growth stages depending on the crop and the weed species evaluated. The response of plant species to propane doses was described by log-logistic models based on visual estimates of injury and plant dry weight. Grass weed species were more tolerant than broadleaf species. A propane dose of about 76 to 85 kg/ha provided a 90% dry matter reduction at 14 days after treatment in grasses compared to 40 to 68 kg/ha broadleaf species. Corn treated at 5-L was the most tolerant stage for broadcast flaming, whereas 2-L stage was the most susceptible, resulting in the highest visual crop injury, dry matter reduction, and yield loss. Soybean at cotyledon (VC) stage was the most tolerant whereas unifoliate (VU) stage was the most susceptible to broadcast flaming resulting in the highest visual crop injury, and the largest yield loss. Additionally, greenhouse experiments were conducted at University of Nebraska-Lincoln East Campus Lincoln, NE during April and September of 2009. Two crops (corn and soybean) and two weed species (velvetleaf and green foxtail) were evaluated. Leaf relative water content (RWC) was measured before treatment application. All plant species had lower leaf RWC during the afternoon. This low RWC increased their susceptibility to flaming. Based on these results, plant response to flaming was influenced by propane dose, growth stage, and time of day when flaming was conducted. Broadleaf weeds and soybean were more susceptible, while grass weeds and corn were more tolerant to broadcast flaming. Plants flamed during the afternoon presented more damage than the ones flamed in the morning. Flaming has a potential to be used effectively in controlling weeds in organic crop production systems when conducted properly at the right crop and weed growth stages and at the appropriate time of day.

A phenomenological study of millennial generation cooperative extension educators' development of core competencies

Varner, David Lee The University of Nebraska - Lincoln 2011 해외박사(DDOD)

This purpose of this qualitative research study was to describe the experiences that contribute to the development of core competencies among Millennial Generation, county-based Extension educators in the University of Nebraska-Lincoln Extension Division. Fourteen educators were randomly purposefully selected to participate in the study. Participants were born in 1977 or later as determined by Tapscott (2009). Educators' tenure in Cooperative Extension ranged from two months to seven years. Three themes and associated sub-themes emerged from semi-structured interviews: (a) Blindfolded and Scared---educators were confused, overwhelmed and in need of support; (b) Developing the Big Skills: A Daunting Task---focused on discovering competencies and the various modes of learning them; and (c) Doing Something Meaningful: It's Important to Me---Millennials discuss what is important to them in the workplace and beyond. It takes a family of mentors and a community of networks to meet the needs and fully realize the potential of our next generation of Extension educators. The essence of Millennial Extension educators' core competency development journey was about finding pathways to success in the Extension organization, among colleagues and within their communities---it was about relationships.

A longitudinal qualitative study of collegiate mentoring experiences in the Nebraska Human Resources Research Foundation

Moerer, Tammy The University of Nebraska - Lincoln 2005 해외박사(DDOD)

Mentoring has been found to positively contribute to leadership development, yet little research has been conducted regarding collegiate mentoring programs. This longitudinal qualitative study discusses the experiences of nine adults who served as collegiate mentors (counselors) in the Nebraska Human Resources Research Foundation (NHRRF) mentoring program at the University of Nebraska-Lincoln from 1971--2001. NHRRF was founded in 1949 by William E. Hall under the philosophy that the greatest resource is the human resource and that talented people learn best by building on their strengths. Since 1988, the foundation's programs have been administered through the Nebraska Human Resources Institute (NHRI). Following the introductory and literature review chapters, this dissertation presents three manuscripts that explore specific research questions relevant to understanding the history, structure, experiences, and impacts of NHRRF. Multiple, lengthy interviews were conducted with former collegiate counselors who were purposefully selected, and archival documents were researched. Chapter Four uses a case study approach to explore the history, and structural features of NHRRF. Chapters Five and Six use a phenomenological approach to explore mentor experiences. Chapter Five reveals the cognitive and cultural impacts on the participants, while Chapter Six explores the "ripple effect" of the organization on others. This study found that former counselors participated throughout a continuum of four decades in this ongoing leadership mentoring program and themes, concepts, terminology, and attitudes served as common denominators that survived into their adult lives. Participants spoke of building relationships, identifying and mirroring strengths, developing leadership skills, listening effectively, and demonstrating empathy, and "reinvesting" these in others. Applicable leadership theories include: transformational, critical transformational, beta, and servant leadership. These findings suggest that this program impacts leadership development through an undergraduate course exploring dimensions of leadership; by mentors investing in long-term, positive relationships with their peers and proteges; through the NHRRF/NHRI structure where mentors invest time, adapt to the needs of proteges, and maximize theirs and others potential.

Understanding the Family Educational Rights and Privacy Act (FERPA): An analysis of FERPA compliance, implementation, and related issues at Nebraska colleges and universities

Sayer, Erin M The University of Nebraska - Lincoln 2005 해외박사(DDOD)

The Family Educational Rights and Privacy Act (FERPA) is a federal law enacted in 1474. FERPA provides students enrolled in colleges and universities privacy rights concerning their educational records. Even though the law has been in effect for 30 years at the time of this study, there are issues with the way higher education institutions comply with and implement FERPA. The purpose of this multisite case study was to identify (a) the common issues confronted by Nebraska colleges and universities, and (b) the policies and practices these institutions have in place to ensure compliance with this federal law. This was accomplished through an analysis of existing policies and practices for all public four-year institutions, all public two-year (community college) institutions, and several purposefully chosen private institutions located in the state of Nebraska. Data was collected from interviews with 20 participants responsible for the implementation of FERPA at each institution and with 4 participants responsible for providing guidance to colleges and universities. Documents received from many campuses and a review of each campus' web site provided contextual information regarding FERPA compliance and implementation. Several themes emerged from the data: Academic Lens, Campus Awareness, Conceptual Privacy, Situational Dependence, Institutional Characteristics, and Technology Advances. The most prevalent theme was the Academic Lens that was used to define what the participants considered to be an educational record. In this study, most participants viewed educational records as academic only, eliminating from consideration other records maintained by an institution. Overall, participants thought they could "do better" with FERPA compliance and implementation. Recommendations for practice were presented in three areas to help colleges and universities better comply with the law: Resources, Training, and Policy and Procedures. The information presented during the discussion of the themes, as well as during the recommendations for practice and further research established a foundation of information for understanding how colleges and universities comply with educational privacy law.

The effect of semidwarfing genes in wheat on plant height in diverse environment in Nebraska

Al-Ajlouni, Zakaria Ibrahim The University of Nebraska - Lincoln 2008 해외박사(DDOD)

Semidwarfing genes (most commonly Rht-B1b (Rht1), Rht-D1b (Rh2), and Rht8) and other semidwarf genes (Rht4, Rht5, Rht12, and Rht13) modify plant structure; reduce plant height; decrease lodging; and can increase harvest index, biomass, and grain yield in wheat (Triticum aestivum L.). In this study, sixty adapted wheat genotypes that were common to two advanced wheat breeding nurseries; Nebraska Interstate Nursery (NIN) and Nebraska Triplicate Nursery (NTN), were grown in 2004 and 2005 at six locations in Nebraska (Alliance, Clay Center, Lincoln, Mead, North Platte, and Sidney) using an randomized complete block design to measure their plant height and grain yield. The environment, genotypic effects and their interactions were significant (P<0.05) for both traits. To determine if the semidwarf genotypes respond differently to the environment, the sixty genotypes were assayed using GA3 and molecular markers to establish the presence of Rht-B1b and, Rht-D1b (GA insensitive); Rht8, Rht4, Rht5, Rht12, and Rht13 (GA sensitive). The response to the environment was determined using stability analyses using linear regression (slope). The genotypic plant height means for semidwarf genotypes ranged from 72.5 to 89.3 cm and for nonsemidwarf genotypes from 78.6 to 94.4 cm. The correlation coefficients for plant height measurements in eastern Nebraska poorly predicted plant height in western Nebraska. The genotypic range of slope values for environmental stability for all the genotypes ranged from 0.76 to 1.33. Of the 60 genotypes, 49 were classified as the Rht-B1b which was the most common gene in our genotypes and it reduced plant height by 8.5% compared to the nonsemidwarf genotypes. There were 9 genotypes without Rht-B1b and Rht-D1b markers and they were GA-sensitive. We found no significant difference among Rht8 marker alleles, no reduction associated with the Rht5 marker, small but significant height reductions associated with the markers linked to Rht12, and Rht13 markers, and a small increase in plant height associated with the Rht4 marker indicating the markers were not diagnostic in this population.

Immigration, the American West, and the twentieth century: German from Russia, Omaha Indian, and Vietnamese-urban villagers in Lincoln, Nebraska

Kinbacher, Kurt E The University of Nebraska - Lincoln 2006 해외박사(DDOD)

The North American West is a culturally and geographically diverse region that has long been a beacon for successive waves of human immigration and migration. A case in point, the population of Lincoln, Nebraska---a capital city on the eastern cusp of the Great Plains---was augmented during the twentieth century by significant influxes of Germans from Russia, Omaha Indians, and Vietnamese. Arriving in clusters beginning in 1876, 1941, and 1975 respectively, these newcomers were generally set in motion by dismal economic, social, or political situations in their sending nations. Seeking better lives, they entered a mainstream milieu dominated by native-born Americans---most part of a lateral migration from Iowa, Illinois, and Pennsylvania---who only established their local community in 1867. While this mainstream welcomed their labor, it often eschewed the behaviors and cultural practices ethnic peoples brought with them. Aware but not overly concerned about these prejudices, all three groups constructed or organized distinct urban villages. The physical forms of these enclaves ranged from homogeneous neighborhoods to tight assemblies of relatives, but each suited a shared preference for living among kinspeople. These urban villages also served as stable anchors for unique peoples who were intent on maintaining aspects of their imported cultural identities. Never willing to assimilate to mainstream norms, urban villagers began adapting to their new milieus. While ethnic identity constructions in Lincoln proved remarkably enduring, they were also amazingly flexible. In fact, each subject group constantly negotiated their identities in response to interactions among particular, cosmopolitan, and transnational forces. Particularism refers largely to the beliefs, behaviors, and organizational patterns urban villagers imported from their old milieus. Cosmopolitan influences emanated from outside the ethnic groups and were dictated largely but not exclusively by the mainstream. Transnationalism is best defined as persistent, intense contact across international boundaries. These influences were important as the particularism of dispersed peoples was often reinforced by contact with sending cultures.

SchoolMaps: A reliability and validity study for a secondary education school climate instrument

Paul, Kimberly A The University of Nebraska - Lincoln 2005 해외박사(DDOD)

This study provided validity and reliability data for a new secondary education school climate instrument created at the University of Nebraska at Lincoln. This instrument was designed measured perceived school climate across psychosocial dimensions and perceived academic achievement and academic efficacy. Three dimensions of the new instrument, SchoolMaps, were compared to scales from the School Development Program at Yale University's High School Climate Survey to provide validity data. Reliability data for the new instrument was also investigated. A volunteer sample of 288 students in three high schools volunteered to participate. The three participating schools were located in a medium sized Midwestern city. Results indicated significant correlations p<.01 were found between the three similar dimensions of the two instruments. Strong reliability data was demonstrated for all dimensions of SchoolMaps derived from intercorrelational data. Reliability scores for SchoolMaps were generally stronger than those for the Yale measure. Two dimensions prevalent in the instrument, interpersonal relationships and academic efficacy, were significantly linked to perceived academic success. Behavioral self-control was found to have a strong relationship with teacher-student relations. Self determination was found to have a high correlation with student-teacher relations, home-school relations, and peer relations.

Water and nitrogen use of pearl millet and grain sorghum in Nebraska

Maman, Nouri The University of Nebraska - Lincoln 2003 해외박사(DDOD)

Pearl millet [<italic>Pennisetum glaucum</italic> (L.) R. Br] and grain sorghum [<italic>Sorghum bicolor</italic> L. Moench] are drought tolerant crops that may serve as possible alternative summer crops in rotation with winter wheat [<italic>Triticum aestivum</italic> L.] in western Nebraska and may add to the diversification in cropping systems of eastern Nebraska. Two types of field experiments were conducted. The first experiment evaluated pearl millet and grain sorghum yield, water use, and yield components and their interrelation in determining yield across environmental conditions. The range of environmental conditions included the 2000 and 2001 growing seasons, a silt loam soil at Sidney and a silty clay loam soil at Mead, and four water regimes. The latter consisted of (1) no irrigation, (2) single irrigation at boot stage, (3) single irrigation at mid-grain fill, and (4) multiple irrigations. The second experiment evaluated the response of two pearl millet hybrids to N fertilizer rates of 0, 45, 90, and 135 kg N ha<super>−1 </super>, and N uptake and use efficiency under different environmental conditions at Mead and Sidney. Across environmental conditions, pearl millet grain yields of 1.9 to 5.1 Mg ha<super>−1</super> were 60 to 80% that of grain sorghum with yields of 4.1 to 6.1 Mg ha<super>−1</super>. Pearl millet and grain sorghum used 330 to 374 mm of water, and their grain yield increased linearly with increase in water use. Grain sorghum, with greater yields, had greater water use efficiency than pearl millet. Yield increase from irrigation was attributed to kernel weight and kernels panicle<super>−1</super> at Mead, and kernel weight, kernels panicle<super>−1</super> and panicles m<super>−2</super> at Sidney. Stepwise regression and path analysis indicated that kernel weight was the major contributor for grain yield of both crops, except for pearl millet at Sidney where kernels panicle−1 was the largest yield contributor. Pearl millet, with lower and less stable yields, does not currently have the potential to be a substitute for grain sorghum in Nebraska. The two pearl millet hybrids used had similar responses to N fertilizer and their yields, N uptake, and nitrogen use efficiency (NUE) increased with increased N rate. Maximum grain yield was reached with 90 kg N ha<super>−1 </super> in most environments. However, based on the different NUE components, the optimum N rate for pearl millet was 45 kg N ha<super>−1</super> in all environments.

Career academies: A holistic multiple-case study of the development and sustainability of high school-college partnerships in Nebraska

Christensen, Kelly Scott The University of Nebraska - Lincoln 2014 해외박사(DDOD)

The purpose of this qualitative study was to conduct a holistic, multiple-case analysis of career academy partnerships in Nebraska public high schools. Career academies are poised to be an important solution to improving student access to career and technical education in Nebraska while ultimately helping to close the skills gap. This is at a time when all of education faces increased accountability from all stakeholders; therefore, this study investigated the benefits of collaboration between secondary and postsecondary institutions and the unique processes associated with career academies. A review of related literature provided significant findings related to career academies nationally; however, these studies failed to identify the qualities, roles, and procedures of key partners similar to those participants purposefully selected for this study. Therefore, this study concentrated on the phenomenon of creating partnerships leading to dual enrollment Small Learning Communities (SLCs) identified as career academies within rural, micropolitan, and metropolitan regions in Nebraska. The Nebraska Statewide Career Academy Quality Indicators for Local Implementation of Career Academies served as the guide for this inquiry under the conceptual framework selected for the research. These indicators were approved by the chief instructional officers of the Nebraska community colleges and the Nebraska State School Board in 2010 and assisted the researcher in evaluating the processes in developing and maintaining high school- college career academy partnerships with dual enrollment. Using empirical data collected at three sites through semi-structured open-ended interviews, field notes, and public documents, this researcher gathered rich descriptive data leading to an in-depth understanding of the central research question "What processes enabled the development of dual enrollment, career academy partnerships between selected high schools and community colleges in Nebraska?" This researcher selected sites with the goal of discovering and understanding the decisions and actions with in each case to provide a unique perspective to help close the knowledge gap and extend current research. Participant data included ten secondary, postsecondary and emerging informants who are key to forming the collaborative processes related to career academies.