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Institutional Initiatives for Students on the Austism Spectrum
Title
Institutional Initiatives for Students on the Austism Spectrum.
Creator
Rohrbaugh, Samantha, Cox, Bradley E.
Date Issued
2016-04-11
Identifier
FSU_libsubv1_scholarship_submission_1460394658
Format
Citation
Autism in Higher Education: What Researchers Know, What Students Say
Title
Autism in Higher Education: What Researchers Know, What Students Say.
Creator
Brogdon, Bailey, Dawson, Steven, Cox, Bradley E.
Date Issued
2016-04-06
Identifier
FSU_libsubv1_scholarship_submission_1459958998
Format
Citation
Faculty-Student Interaction Outside of Class
Title
Faculty-Student Interaction Outside of Class: A Typology from a Residential College.
Creator
Cox, Bradley E., Orehovec, Elizabeth
Abstract/Description
Faculty-student interaction is an important component of the undergraduate experience. Our year-long qualitative study explored the complex nature of faculty-student interaction outside of class. Our resulting typology identifies five types of interaction: Disengagement, Incidental Contact, Functional Interaction, Personal Interaction, and Mentoring. The typology provides researchers a new lens through which they can examine faculty-student interaction and suggests that even non-academic...
Show moreFaculty-student interaction is an important component of the undergraduate experience. Our year-long qualitative study explored the complex nature of faculty-student interaction outside of class. Our resulting typology identifies five types of interaction: Disengagement, Incidental Contact, Functional Interaction, Personal Interaction, and Mentoring. The typology provides researchers a new lens through which they can examine faculty-student interaction and suggests that even non-academic interactions between students and professors can be meaningful to students. Finally, the typology will allow faculty, staff, and administrators to improve current practices and develop initiatives that build bridges between faculty and students outside of class.
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Date Issued
2007
Identifier
FSU_migr_edlp_faculty_publications-0020
Format
Citation
Hidden Trauma, Quiet Drama
Title
Hidden Trauma, Quiet Drama: The Prominence and Consequence of Complicated Grief Among College Students.
Creator
Cox, Bradley E., Dean, Jessica G., Kowalski, Robin M.
Abstract/Description
Previous studies suggest the loss of a loved one is a common experience among college students. This paper draws from 2 independent but complementary studies to (a) update statistics regarding the scale of student grieving, (b) characterize the short and long term consequences of loss among college students, and (c) identify factors that deter grieving students from seeking professional assistance at campus counseling centers. The paper concludes with suggestions for ways in which...
Show morePrevious studies suggest the loss of a loved one is a common experience among college students. This paper draws from 2 independent but complementary studies to (a) update statistics regarding the scale of student grieving, (b) characterize the short and long term consequences of loss among college students, and (c) identify factors that deter grieving students from seeking professional assistance at campus counseling centers. The paper concludes with suggestions for ways in which institutions can help affected students stay on track to college success., In this article, two independent but complementary studies on college students showed that a larger portion than reported do experience grieving as a result of the death of a loved one, that said grieving has short and long term academic consequences, and finally that there are a number of factors that keep these students from seeking assistance. The authors also provided suggestions for academic institutions., This paper reported on the findings of two studies on grieving among college students, and found that the number of grieving students is higher than previously thought, that there are short and long term academic consequences of grieving, and that many of these students failed to seek assistance for a number of reasons.
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Date Issued
2015
Identifier
FSU_migr_edlp_faculty_publications-0014, 10.1353/csd.2015.0030
Format
Citation
Self-Authorship in Student Affairs
Title
Self-Authorship in Student Affairs: A Developmental Paradox.
Creator
Shetty, Rebecca, Chunoo, Vivechkanand S., Cox, Bradley E.
Abstract/Description
The emerging millennial generation of young professionals in student affairs, often accused of being shielded from many of life's developmentally stimulating challenges, may not be sufficiently self-authored to effectively facilitate epistemological, intrapersonal, and interpersonal development among their students. Contrary to expectations, however, results from this study suggest current graduate assistants and recent job-changers have higher levels of self-authorship than their colleagues....
Show moreThe emerging millennial generation of young professionals in student affairs, often accused of being shielded from many of life's developmentally stimulating challenges, may not be sufficiently self-authored to effectively facilitate epistemological, intrapersonal, and interpersonal development among their students. Contrary to expectations, however, results from this study suggest current graduate assistants and recent job-changers have higher levels of self-authorship than their colleagues. Implications for graduate preparation, professional practice, and future research are discussed.
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Date Issued
2016
Identifier
FSU_libsubv1_wos_000382546300003, 10.1080/19496591.2016.1121147
Format
Citation
Individual and Institutional Factors that Encourage Faculty to Promote Student Encounters with Difference in First-Year Courses
Title
Individual and Institutional Factors that Encourage Faculty to Promote Student Encounters with Difference in First-Year Courses.
Creator
Reason, Robert, Cox, Bradley E., Lutovsky Quaye, Brenda, Terenzini, Patrick T.
Abstract/Description
Research clearly indicates that faculty members have the potential to influence student learning outcomes through their pedagogical practices (Pascarella & Terenzini, 1991, 2005). We know less about what influences faculty members' choices to employ specific pedagogical practices. This study, based on data from 2,853 faculty members who teach courses that serve primarily first-year students on 45 campuses nationwide, identifies the individual, organizational, environmental, programmatic, and...
Show moreResearch clearly indicates that faculty members have the potential to influence student learning outcomes through their pedagogical practices (Pascarella & Terenzini, 1991, 2005). We know less about what influences faculty members' choices to employ specific pedagogical practices. This study, based on data from 2,853 faculty members who teach courses that serve primarily first-year students on 45 campuses nationwide, identifies the individual, organizational, environmental, programmatic, and policy factors that individually and collectively influence faculty members' decisions to engage in one particular pedagogical practice—requiring students to engage with difference.
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Date Issued
2010
Identifier
FSU_migr_edlp_faculty_publications-0018, 10.1353/rhe.0.0137
Format
Citation
Working with Missing Data in Higher Education Research
Title
Working with Missing Data in Higher Education Research: A Primer in Real-World Example.
Creator
Cox, Bradley E., McIntosh, Kadian, Reason, Robert, Terenzini, Patrick T.
Abstract/Description
Nearly all quantitative analyses in higher education draw from incomplete datasets--a common problem with no universal solution. In the first part of this paper, we explain why missing data matter and outline the advantages and disadvantages of six common methods for handling missing data. Next, we analyze real-world data from 5,905 students across 33 institutions to document how one's approach to handling missing data can substantially affect statistical conclusions, researcher...
Show moreNearly all quantitative analyses in higher education draw from incomplete datasets--a common problem with no universal solution. In the first part of this paper, we explain why missing data matter and outline the advantages and disadvantages of six common methods for handling missing data. Next, we analyze real-world data from 5,905 students across 33 institutions to document how one's approach to handling missing data can substantially affect statistical conclusions, researcher interpretations, and subsequent implications for policy and practice. We conclude with straightforward suggestions for higher education researchers looking to select an appropriate method for handling missing data.
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Date Issued
2014
Identifier
FSU_migr_edlp_faculty_publications-0019
Format
Citation
Culture of Teaching
Title
A Culture of Teaching: Policy, Perception, and Practice in Higher Education.
Creator
Cox, Bradley E., McIntosh, Kadian, Reason, Robert, Terenzini, Patrick T.
Abstract/Description
In an effort to identify policies that foster an institutional "culture of teaching," or encourage use of effective pedagogies, this study uses data from 5,612 faculty members at 45 institutions to examine connections between institutional policies and faculty members' perceptions and practices related to teaching and learning. A series of multi-level models suggests that academic policy variables have small and generally insignificant relationships to such faculty perceptions or practices....
Show moreIn an effort to identify policies that foster an institutional "culture of teaching," or encourage use of effective pedagogies, this study uses data from 5,612 faculty members at 45 institutions to examine connections between institutional policies and faculty members' perceptions and practices related to teaching and learning. A series of multi-level models suggests that academic policy variables have small and generally insignificant relationships to such faculty perceptions or practices. Instead, conventional institutional characteristics, such as selectivity and Carnegie classification, appear to be more influential factors.
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Date Issued
2011
Identifier
FSU_migr_edlp_faculty_publications-0009, 10.1007/s11162-011-9223-6
Format
Citation
Student-Faculty Interaction in the First Year of College
Title
Student-Faculty Interaction in the First Year of College: Exploring the Effects of Policy on Student Engagement.
Creator
Roberts, Kari L., Cox, Bradley E., Perez-Felkner, Lara, Jones, Tamara Bertrand, Department of Educational Leadership and Policy Studies, Florida State University
Abstract/Description
Institutions are constantly seeking ways to facilitate and improve student-faculty interaction, especially in the first year of college, a time when students are facing a transition to a new academic environment. One approach institutions take to facilitate student-faculty interaction is to implement policies that create ideal environments for student-faculty interaction to occur. In order to fully understand the effects (and non-effects) of these policies, we must first understand the ideal...
Show moreInstitutions are constantly seeking ways to facilitate and improve student-faculty interaction, especially in the first year of college, a time when students are facing a transition to a new academic environment. One approach institutions take to facilitate student-faculty interaction is to implement policies that create ideal environments for student-faculty interaction to occur. In order to fully understand the effects (and non-effects) of these policies, we must first understand the ideal conditions that enable student-faculty interaction, and the barriers that can prevent student-faculty interaction. Supporting the creation of such environments through policy can be difficult for institutions because student-faculty interaction manifests in multiple ways. Student-faculty interaction looks very different from student to student, and it varies on three major components across situations: quality, quantity, and content. This study examines the effects of institutional policy that aim to create optimal conditions for student-faculty interaction in the first year of college. While the literature reinforces the idea that student-faculty interaction supports student success and engagement, the data shows weak and inconsistent correlations between student engagement scores and levels of policy adoption. Enacting institutional policy is a top-down approach to creating student-faculty interaction, but can still have direct and indirect effects on student engagement.
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Date Issued
2014
Identifier
FSU_migr_etd-8876
Format
Thesis
Three Studies on the Leadership Behaviors of Academic Deans in Higher Education
Title
Three Studies on the Leadership Behaviors of Academic Deans in Higher Education.
Creator
Brower, Rebecca, Schwartz, Robert A., Berry, Frances, Jones, Tamara Bertrand, Cox, Bradley E., Department of Educational Leadership and Policy Studies, Florida State University
Abstract/Description
This three article mixed methods dissertation is titled "Three Studies on the Leadership Behaviors of Academic Deans in Higher Education." Each of the three articles offers a distinct thesis regarding administration in academic institutions. While the research questions and perspectives in each of the articles are quite different from one another, the articles are similar in that they all examine the same context within higher education, academic administration, and more specifically the...
Show moreThis three article mixed methods dissertation is titled "Three Studies on the Leadership Behaviors of Academic Deans in Higher Education." Each of the three articles offers a distinct thesis regarding administration in academic institutions. While the research questions and perspectives in each of the articles are quite different from one another, the articles are similar in that they all examine the same context within higher education, academic administration, and more specifically the deanship. Each article is based on a sample of 51 academic deans from a three state region in the Southeastern United States. Each dean who responded was contacted in advance and asked to participate in the study which included a survey and follow-up interview by phone. While only 17 of the 51 deans were interviewed, the overall study provides a rich set of data. Study One In the first study, the results of the statistical analyses reinforce the gender similarities hypothesis which states that "males and females are similar on most, but not all psychological variables" (Hyde, 2005, p. 581). Male and female deans did not differ significantly on political skill and social capital. However, the study did contain two methodological concerns which may have obscured the relationship between gender, political skill, and social capital. First, the sample size was necessarily small due to the time consuming nature of converting survey data into social network data for statistical analysis. Second, the political skill scores and social capital scores were based on self-reported data. Ultimately, there is ambiguity in my results because it is difficult to determine whether the results indeed support the gender similarities hypothesis as I argued or whether methodological limitations have resulted in non-significant statistical findings. Study Two In the second study, the central result is a conceptual model of information use in problem solving in academic administration. The conceptual model is a visual representation of the relationship between information use and problem solving among decision makers in academic administration. In my model, the problem solving process begins with a problem catalyst which initiates the information filtering phase of the process. The decision makers then embark on an iterative process of questioning, seeking information, verifying information, and weighing decision options. This information filtering phase is fed by information streams including explicit, tacit, cultural, external, internal, received, and sought information. The information filtering process narrows until a decision point is reached. After the administrator makes the decision, the institutional action phase initiates with successive cycles of decision sharing and institutional action. Ultimately, the possible outcomes of the problem solving process represent a continuum with unresolved problems at one end, resolved problems leading to incremental organizational change at the midpoint, and resolved problems leading to organizational paradigm shifts at the far end of the continuum. Data representing each of these phases of the problem solving process are presented. Study Three The third study illuminates the ambiguity of sexual discrimination and the issues around gender roles in academic administration. From these data, four propositions regarding gender are presented. First, there is ambiguity surrounding gender in academic administration in higher education because of the culture of academia. This explanation for the unwillingness of deans to express certainty surrounding the influence of gender in academic administration is that they are adopting the social norms of universities, which emphasize uncertainty both in their organizational culture and in the ideas they produce. Second, academic leaders who must represent the broad interests of male and female employees keep their own feelings of discrimination private as part of their practice of impression management within the organization. Ambiguity also surrounds gender in academic administration in higher education because of attributional ambiguity (Crocker, Voelkl, Testa, Major, 1991). This term suggests that there is considerable ambiguity about whether social interactions have occurred because of gender or for other reasons. Finally, changing gender roles creates ambiguity in academic administration in higher education Gender roles in the modern era are now constantly in flux, being quite rigid under some circumstances and quite flexible under other circumstances.
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Date Issued
2013
Identifier
FSU_migr_etd-8532
Format
Thesis
Life Happens (Outside of College)
Title
Life Happens (Outside of College): Non-College Life-Events and Students’ Likelihood of Graduation.
Creator
Cox, Bradley E., Reason, Robert D., Nix, Samantha, Gillman, Megan
Abstract/Description
Students’ lives outside of college can have dramatic effects on academic outcomes (e.g., grades, persistence, graduation). However, the manner in which students’ lives outside of college are referenced in college-effects models suggests some uncertainty among scholars as to which, and how, student experiences outside of an institution affect college student outcomes. Using longitudinal data from a racially diverse sample of 3914 students (997 White, 1051 Black, 915 Hispanic, and 951 Asian)...
Show moreStudents’ lives outside of college can have dramatic effects on academic outcomes (e.g., grades, persistence, graduation). However, the manner in which students’ lives outside of college are referenced in college-effects models suggests some uncertainty among scholars as to which, and how, student experiences outside of an institution affect college student outcomes. Using longitudinal data from a racially diverse sample of 3914 students (997 White, 1051 Black, 915 Hispanic, and 951 Asian) attending 28 institutions, this study employs logistic regression models to examine relationships between three types of non-college life-events and students’ likelihood of graduation. Specifically, we examine the impact of financial disruptions, grieving a friend’s or family member’s death, and other family situations that likely cause psychological distress for students. Results suggest that major life-events are both common (i.e., affecting over 52 % of students) and consequential (i.e., negatively affecting graduation rates), thus warranting increased attention from researchers, policy-makers, and practitioners., This study examined three types of non-college life events—financial disruption, a family or friend’s death, and similar family distressful situations—and how they might predict the likelihood of students’ graduation. Using longitudinal data from 3,914 racially diverse students (997 White, 1,051 Black, 915 Hispanic, and 951 Asian) across 28 academic institutions, researchers found that major life-events were both common among students (over 52%) and negatively affected their graduation rates., In this study, researchers looked at 3,914 college students and found that outside life events, such as financial disruption, a family or friend’s death, and similar distressful situations, affected over half of all college students and had negative effects on their graduation prospects.
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Date Issued
2016-01-28
Identifier
FSU_libsubv1_scholarship_submission_1458238995, 10.1007/s11162-016-9409-z
Format
Citation
Bridging the Cultural Gap
Title
Bridging the Cultural Gap: Relationships Between Programmatic Offerings and First-Generation Student Benchmarks.
Creator
Tobolowsky, Barbara F., Cox, Bradley E., Chunoo, Vivechkanand S.
Abstract/Description
Inherent challenges affect first-generation students’ persistence from as early as the first college year. Using cultural capital as a guide, this study is unique in that it investigates the contribution of first-year policies and programs to the success of first-generation students in 57 bachelor’s degree–granting institutions across five states (California, Florida, Iowa, Texas, and Pennsylvania). We identified at least three policies that seem to hold promise toward improving the...
Show moreInherent challenges affect first-generation students’ persistence from as early as the first college year. Using cultural capital as a guide, this study is unique in that it investigates the contribution of first-year policies and programs to the success of first-generation students in 57 bachelor’s degree–granting institutions across five states (California, Florida, Iowa, Texas, and Pennsylvania). We identified at least three policies that seem to hold promise toward improving the experience and outcomes for first-year first-generation college students. These policies were (a) residential life or campus support staff who are available and knowledgeable, (b) faculty who attend faculty orientation that includes information about first-year student experiences, and (c) faculty who attend first-year student orientation or attend first-year conferences or workshops. However, policies we might naturally expect to have been useful (e.g., information dissemination to parents, early alert intervention initiatives) showed no statistical significance. The article concludes with implications and recommendations.
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Date Issued
2017-11-23
Identifier
FSU_libsubv1_scholarship_submission_1516726324_2c6d99ea, 10.1177/1521025117742377
Format
Citation
Parental disclosure of ASD diagnosis to the child
Title
Parental disclosure of ASD diagnosis to the child: A systematic review.
Creator
Smith, Isaac C., Edelstein, Jeffrey A., Cox, Bradley E., White, Susan W.
Abstract/Description
Despite increased rates of diagnosis of autism spectrum disorder (ASD) in recent years, literature examining when and how parents of newly-diagnosed youth disclose their diagnosis to them is scarce. Given the increasing number of newly-diagnosed individuals, an exploration of the effects of disclosure on children with ASD is warranted. We conducted a systematic review to identify articles describing the process of disclosing a diagnosis of ASD from the perspective of children, parents, or...
Show moreDespite increased rates of diagnosis of autism spectrum disorder (ASD) in recent years, literature examining when and how parents of newly-diagnosed youth disclose their diagnosis to them is scarce. Given the increasing number of newly-diagnosed individuals, an exploration of the effects of disclosure on children with ASD is warranted. We conducted a systematic review to identify articles describing the process of disclosing a diagnosis of ASD from the perspective of children, parents, or both. The current review identified five articles reporting qualitative data on the disclosure process. Across studies, most parents were found to have disclosed ASD diagnoses to their children by adolescence, with children and parents exhibiting a variety of reactions. Concerns frequently identified by children and parents included time taken to process the emotional impact of diagnoses, delay between parents receiving diagnoses from clinicians and delivery of those diagnoses to children, concern that the ASD label would result in stigmatization, and the sense that an individual’s past behaviors or symptoms were well-explained by the new diagnosis. Identification of these potential problems may serve as an initial step to inform the development of best-practice guidelines for parental disclosure of ASD diagnoses to youth and further research on this understudied part of the diagnostic process.
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Date Issued
2018-02-02
Identifier
FSU_libsubv1_scholarship_submission_1518537263_72b43447, 10.1080/23794925.2018.1435319
Format
Citation
Pedagogical signals of faculty approachability
Title
Pedagogical signals of faculty approachability: Factors shaping faculty-student interaction outside the classroom.
Creator
Cox, Bradley E., McIntosh, Kadian, Terenzini, Patrick T., Reason, Robert, Lutovsky Quaye, Brenda
Abstract/Description
Decades of research demonstrate that college students benefit from positive interaction with faculty members, although that same evidence suggests that those interactions are far from common, particularly outside the classroom. Moreover, relatively little is known about which, when, how, and why faculty members choose to engage with students outside of the classroom. Guided by the theory that faculty members use in-class behaviors to signal their "psychosocial approachability" for out-of...
Show moreDecades of research demonstrate that college students benefit from positive interaction with faculty members, although that same evidence suggests that those interactions are far from common, particularly outside the classroom. Moreover, relatively little is known about which, when, how, and why faculty members choose to engage with students outside of the classroom. Guided by the theory that faculty members use in-class behaviors to signal their "psychosocial approachability" for out-of-class interaction with students (Wilson et al. in Sociology of Education 47(1):74–92, 1974; College professors and their impact on students, 1975), this study uses data from 2,845 faculty members on 45 campuses to identify the personal, institutional, and pedagogical factors that influence the frequency and type of interaction faculty members have with students outside of the classroom.
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Date Issued
2010
Identifier
FSU_migr_edlp_faculty_publications-0008, 10.1007/s11162-010-9178-z
Format
Citation
Changing the Default to Support Open Access to Education Research
Title
Changing the Default to Support Open Access to Education Research.
Creator
Roehrig, Alysia D., Soper, Devin, Cox, Bradley E., Colvin, Gloria P.
Abstract/Description
This essay explores factors underlying the underutilization of Open Access (OA) to make education research literature freely available online, where it can benefit a global audience of researchers, students, teachers, and policymakers. Situating this autobiographical self-study in the context of the broader global and scholarly context, we use Bullough and Pinnegar’s (2001) setting-convocation-resolution approach to present our stories as points of departure for reflection, conversation,...
Show moreThis essay explores factors underlying the underutilization of Open Access (OA) to make education research literature freely available online, where it can benefit a global audience of researchers, students, teachers, and policymakers. Situating this autobiographical self-study in the context of the broader global and scholarly context, we use Bullough and Pinnegar’s (2001) setting-convocation-resolution approach to present our stories as points of departure for reflection, conversation, research, and action. We do so to raise awareness and enhance understanding of the complex and rapidly evolving legal, ethical, and practical issues surrounding public accessibility to scholarship. We also issue a call to action by outlining concrete, stakeholder-specific steps that would help OA become the new default for publication of education research.
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Date Issued
2018-06-18
Identifier
FSU_libsubv1_scholarship_submission_1530651375_3fb7190b
Format
Citation
Exploring the Relationships Among Self-Regulation, Acculturation, and Academic and Social Integration for Asian International Doctoral Students
Title
Exploring the Relationships Among Self-Regulation, Acculturation, and Academic and Social Integration for Asian International Doctoral Students.
Creator
Wu, Yi-Chin, Jones, Tamara Bertrand, Roehrig, Alysia D., Hu, Shouping, Cox, Bradley E., Florida State University, College of Education, Department of Educational Leadership and...
Show moreWu, Yi-Chin, Jones, Tamara Bertrand, Roehrig, Alysia D., Hu, Shouping, Cox, Bradley E., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description
This dissertation examined the relationship between Asian international doctoral students' self-regulation on academic and social integration and explored how acculturation tendencies function as a mediator between self-regulated learning and academic and social integration. Previous research has indicated that self-regulated learning has a great influence on students' learning. Little research, however, has been undertaken directly regarding international students or doctoral students....
Show moreThis dissertation examined the relationship between Asian international doctoral students' self-regulation on academic and social integration and explored how acculturation tendencies function as a mediator between self-regulated learning and academic and social integration. Previous research has indicated that self-regulated learning has a great influence on students' learning. Little research, however, has been undertaken directly regarding international students or doctoral students. Despite the fact that the number of international students has increased annually, there has been little research focused on how acculturation tendencies can influence the learning process, especially for Asian students. The framework of this study integrated self-regulated learning theory, acculturation, and academic and social integration perspectives to explore the relationships among Asian international doctoral students' learning experiences. It was proposed that students' self-regulated learning relates to their academic and social integration and that acculturation mediates between self-regulated learning and academic and social integration. This dissertation adopted a sequential explanatory mixed methodology, using an online survey to collect quantitative data in the first phase with follow-up interviews to collect qualitative data at the second phase. The researcher-developed survey, the Asian Doctoral Students' Self-Regulated Learning Survey, was created to gauge the participants' self-regulation, acculturation tendencies, and academic and social integration within their doctoral programs. A pilot study was conducted. There were 435 doctoral students who participated in the first formal survey phase followed by 12 interviewees with different acculturation tendencies in the second phase. After the data were collected, mediation tests and multiple regressions were used to examine the relationships between self-regulated learning, acculturation, and academic and social integration. A cross-case analysis was also employed to compare commonalities and differences in learning difficulties and strategies among acculturation tendencies in order to mobilize case knowledge for broader educational applications. Findings from this study showed that Asian international doctoral students' self-regulated learning related to their academic and social integration, but acculturation tendencies served as a mediator between self-regulated learning and academic and social integration. Students with different acculturation tendencies provided valuable accounts of their challenges and strategies during their time in the United States. Findings from this research help clarify today's Asian doctoral students' learning experiences in the United States. This is an important contribution to the existing literature about self-regulated learning, acculturation, and doctoral students' academic and social integration. Educators, policy makers, international centers, and higher education personnel can better understand the international student population and develop effective programs and policies to maximize international students' impact and improve their integration in their doctoral programs and institutions.
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Date Issued
2015
Identifier
FSU_2016SP_Wu_fsu_0071E_12957
Format
Thesis
Analysis of Performance-Based Funding Policies and Recommendations for the Florida College System
Title
An Analysis of Performance-Based Funding Policies and Recommendations for the Florida College System.
Creator
Balog, Scott Evans, Wetherell, T. K. (Thomas Kent), Prevatt, Frances F., Tandberg, David A., Cox, Bradley E., Florida State University, College of Education, Department of...
Show moreBalog, Scott Evans, Wetherell, T. K. (Thomas Kent), Prevatt, Frances F., Tandberg, David A., Cox, Bradley E., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description
Nearly 30 states have adopted or are transitioning to performance-based funding programs for community colleges that allocate funding based on institutional performance according to defined metrics. While embraced by state lawmakers and promoted by outside advocacy groups as a method to improve student outcomes, enhance accountability and ensure return on investment of public resources in higher education, limited research exists confirming the effectiveness of performance-based funding in...
Show moreNearly 30 states have adopted or are transitioning to performance-based funding programs for community colleges that allocate funding based on institutional performance according to defined metrics. While embraced by state lawmakers and promoted by outside advocacy groups as a method to improve student outcomes, enhance accountability and ensure return on investment of public resources in higher education, limited research exists confirming the effectiveness of performance-based funding in meeting intended policy goals. The policy analysis examined performance-based funding programs administered in Florida as the status quo and Ohio as the policy alternative. Prompted by their Governors, both states recently developed new approaches to performance-based funding that move funding away from enrollment and tie substantial amounts to student outcomes. To provide a context for the policy analysis, the study chronicled the history of performance-based funding and accountability programs for higher education enacted by states and reviewed policymaking processes and influences. The study applied a multi-goal approach to compare the policy alternatives applied in each state. Although it is still too early to assess the effectiveness of the performance-based funding programs in both states, the review of both system and institutional level performance data and interviews with stakeholders in Ohio revealed little to no connection between the intended program goals and behaviors exhibited by colleges. Based on the study findings, policy recommendations were proposed to enhance the effectiveness of the performance-based funding program for the Florida College System.
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Date Issued
2016
Identifier
FSU_2016SP_Balog_fsu_0071E_13303
Format
Thesis
Influence of Teachers' Belief Systems on Group Decisions to Retain in Elementary Schools
Title
The Influence of Teachers' Belief Systems on Group Decisions to Retain in Elementary Schools: An Application of the Theory of Planned Behavior.
Creator
Andrews, Terrie W. (Terrie Weiland), Proctor, Briley E., Lenz, Janet G., Lewis, Sandra, Cox, Bradley, Canto, Angel I., Department of Educational Psychology and Learning Systems,...
Show moreAndrews, Terrie W. (Terrie Weiland), Proctor, Briley E., Lenz, Janet G., Lewis, Sandra, Cox, Bradley, Canto, Angel I., Department of Educational Psychology and Learning Systems, Florida State University
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Abstract/Description
In this study, the author explored the grade retention beliefs of elementary teachers and how those beliefs affect teachers' intentions to retain at-risk students. Secondly, the author explored the congruence between teachers' beliefs to retain and grade retention decision-making teams' (GRDMT) ultimate retention decisions. Each year, over 2.5 million students are retained annually in the American public education system at a total cost of more than $14 billion per year. It is estimated that...
Show moreIn this study, the author explored the grade retention beliefs of elementary teachers and how those beliefs affect teachers' intentions to retain at-risk students. Secondly, the author explored the congruence between teachers' beliefs to retain and grade retention decision-making teams' (GRDMT) ultimate retention decisions. Each year, over 2.5 million students are retained annually in the American public education system at a total cost of more than $14 billion per year. It is estimated that between 30% and 50% of students will repeat a grade at least once by the time they reach the ninth grade. In prior decades, teachers and principals were primarily responsible for making the decision to retain. However, in the age of accountability and high standards, GRDMTs have been created and are used in over two-thirds of retention decisions. Teachers are always present at the GRDMT decisions and may be just as influential in the decision-making process as in earlier decades when the decision was up to only the teacher and principal. Researchers have frequently argued that grade retention is not in accordance with the No Child Left Behind Act and the majority of published literature finds it to be an ineffective intervention. In the elementary setting, grade retention produces positive short-term outcomes, which substantiate teachers' beliefs that grade retention is helpful to students. In fact, 98% of teachers believe strongly in retaining struggling students, a belief that has remained relatively static over the past 30 years. However, the long-term outcomes are often detrimental to struggling students. The question remains as to why schools continue to retain an estimated 2.5 million students per year when grade retention, which is not federally regulated, is (a) ineffective, (b) increases additional financial burden for school districts, and (c) increases the likelihood that the student will drop out, exhibit socio-emotional difficulties, and have poorer employment outcomes. An exploration into teachers' belief systems and how often those belief systems are congruent with team decisions is needed to understand if, and to what extent, teachers influence the GRDMT process. Understanding the relationship between teachers' beliefs and team decisions will shed light on the practice of grade retention. The following research questions were identified for this study: 1. Utilizing the Theory of Planned Behavior, what are the current beliefs of elementary school teachers regarding grade retention? 2. Of those teachers who referred at-risk students to the GRDMT, how often were the teachers' beliefs about retaining at-risk students congruent with the teams' ultimate decisions to retain? To answer these questions, data were analyzed from 404 public elementary school teachers. The Theory of Planned Behavior (TPB) provided the conceptual framework to study teachers' beliefs. Participants completed the Teacher Belief Questionnaire (TBQ) to measure teachers' beliefs (attitudes, subjective norms, perceived behavioral control [PBC], and intentions) and GRDMT ultimate retention decisions. Structural equation modeling was used to test the first research question. Results indicate that teachers' attitudes, subjective norms, and PBC significantly predicted and accounted for 72% of the explained variance in teachers' intentions to retain students who are academically struggling or lack basic skills. To examine the second research question, binary logistic regression was used to examine the congruence between teachers' beliefs and GRDMT decisions in a sample of 306 teachers. Results indicate that teachers' beliefs were not congruent with GRDMT decisions, and did not significantly predict GRDMT decisions to retain or promote struggling students. Regardless of the strength of teachers' beliefs to retain, the majority of GRDMT chose to retain 75% of the time. The majority of students in jeopardy of retention were minority males who exhibited academic difficulties. Additional findings suggest that the GRDMT group memberships, decisions, policies, and alternatives used in lieu of grade retention varied greatly. Other factors or persons may be just as or more influential than teacher influence on group decisions. A discussion of the findings, limitations of the study, and implications for research are presented. Recommendations for future research are also presented, as the results of this exploratory study are limited in their scope of generalizability. Further research in the areas of teachers' beliefs and the GRDMT can further extant literature, as teachers' beliefs and GRDMT are here to stay and will continue to permeate the educational landscape.
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Date Issued
2012
Identifier
FSU_migr_etd-4694
Format
Thesis
To Depart or Not to Depart?
Title
To Depart or Not to Depart?: Lateral Transfer Students' Experiences That Lead to Retention.
Creator
Marshman, Susannah S. (Susannah Shiner), Guthrie, Kathy L., Rice, Diana Claries, Cox, Bradley E., Schwartz, Robert A., Florida State University, College of Education, Department...
Show moreMarshman, Susannah S. (Susannah Shiner), Guthrie, Kathy L., Rice, Diana Claries, Cox, Bradley E., Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description
This phenomenological, qualitative research study examined the experiences that influence students’ decisions to laterally transfer from one four-year institution to a public, regional, liberal arts university in the southeastern United States of America. The lack of prior research on the study of lateral transfer students and my professional interest in the topic have prompted the study. Most research studies look at the academic achievement of vertical transfer students; few studies examine...
Show moreThis phenomenological, qualitative research study examined the experiences that influence students’ decisions to laterally transfer from one four-year institution to a public, regional, liberal arts university in the southeastern United States of America. The lack of prior research on the study of lateral transfer students and my professional interest in the topic have prompted the study. Most research studies look at the academic achievement of vertical transfer students; few studies examine lateral transfer students as an independent subpopulation. Two 30- to 60-minute interviews with 18 lateral transfer students were conducted. Of the 18 lateral transfer students, nine were enrolled at the research site for at least one year and persisted to a second year, and nine were in enrolled in their first semester at the research site during their interview process. Horizonalization (Moustakas, 1994) and imaginative variation were used to determine the reasons for departure and persistence across four-year institutions, in addition to discovering how lateral transfer students transition academically and socially.
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Date Issued
2017
Identifier
FSU_FALL2017_Marshman_fsu_0071E_14175
Format
Thesis
Challenging Legitimacy Gaps
Title
Challenging Legitimacy Gaps: Using Organizational Culture to Defend the Value of Outdoor Recreation Programming in Higher Education.
Creator
Gerbers, Kellie Elizabeth, Schwartz, Robert A., James, Jeffrey D. (Jeffrey Dalton), Guthrie, Kathy L., Cox, Bradley E., Florida State University, College of Education,...
Show moreGerbers, Kellie Elizabeth, Schwartz, Robert A., James, Jeffrey D. (Jeffrey Dalton), Guthrie, Kathy L., Cox, Bradley E., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description
As college costs continue to rise, critics question why institutions are investing funds in “unimaginable college experiences” that include climbing walls, leisure pools, and state-of-the-art wellness centers (Martin, 2012; Yu & Effron, 2014; McNutt, 2014). The recent discontinuation of several dozen college outdoor recreation degrees and outdoor orientation programs suggests that the value of outdoor recreation has diminished on the modern college campus. The public challenge to such...
Show moreAs college costs continue to rise, critics question why institutions are investing funds in “unimaginable college experiences” that include climbing walls, leisure pools, and state-of-the-art wellness centers (Martin, 2012; Yu & Effron, 2014; McNutt, 2014). The recent discontinuation of several dozen college outdoor recreation degrees and outdoor orientation programs suggests that the value of outdoor recreation has diminished on the modern college campus. The public challenge to such organizations occurs because of “legitimacy gaps” (Sethi, 2005, as cited in Brummette, 2015). Organizational legitimacy hinges on public acceptance of an organization’s actions within a socially constructed system of norms, values, beliefs, and definitions (Suchman, 1995). The same components that create the basis for organizational legitimacy also comprise the foundations for organizational culture. To survive in the modern system, college outdoor recreation programs must be able to articulate how their mission, behaviors, and decisions add value to their campus community and to institutional goals. This study explored how successful college outdoor recreation programs leverage the outcomes of effective organizational culture-building to maintain organizational legitimacy using data from three nationally-recognized college outdoor programs. The primary research questions were: 1) how does a college outdoor recreation program create a “cultural fit” within the mission and strategic plan of its institution, and 2) how does the program articulate goal congruence with institutional stakeholders? The researcher conducted interviews with 18 participants and conducted a document analysis to explore how programs shared their value with stakeholders. Findings suggest that successful programs 1) garner support when their organizational culture reinforces the institution’s organizational culture, 2) establish value by being the sole provider of specific experiences in support of the institution’s strategic priorities 3) can best maintain and extend legitimacy by cultivating a web of strategic, collaborative partnerships.
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Date Issued
2017
Identifier
FSU_FALL2017_Gerbers_fsu_0071E_13991
Format
Thesis
Performance Funding and Higher Education Administrators
Title
Performance Funding and Higher Education Administrators: The Interaction of Administrators and Policy on Metric Achievement.
Creator
Locks, Taylor, Perez-Felkner, Lara, Tandberg, David A., Cox, Bradley E., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
Abstract/Description
In 2014, Florida formally adopted a performance funding model for its State University System of higher education. The case study provides a qualitative analysis of the policy's implementation at Florida Agricultural and Mechanical University, a historically black institution (HBI). Using the lens of coercive and normative isomorphism, this study identifies how institutional relationships between higher education administrators have changed in response to performance funding. Participants,...
Show moreIn 2014, Florida formally adopted a performance funding model for its State University System of higher education. The case study provides a qualitative analysis of the policy's implementation at Florida Agricultural and Mechanical University, a historically black institution (HBI). Using the lens of coercive and normative isomorphism, this study identifies how institutional relationships between higher education administrators have changed in response to performance funding. Participants, though supportive of the policy as an accountability tool, disliked the specific metric items policymakers use to measure institutional performance. Participants perceived the metric items and policy goals as contradictory to the mission of their institution. The article identifies recommendations for policymakers to increase institutional buy-in and areas of future research.
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Date Issued
2016
Identifier
FSU_2016SP_Locks_fsu_0071N_13250
Format
Thesis
Lip Service or Actionable Insights?
Title
Lip Service or Actionable Insights?: Linking Student Experiences to Institutional Assessment and Data-Driven Decision Making in Higher Education.
Creator
Cox, Bradley E., Reason, Robert D., Tobolowsky, Barbara F., Brower, Rebecca L., Patterson, Shawna, Luczyk, Sarah, Roberts, Kari
Abstract/Description
Despite an increasing focus on issues of accountability, assessment, and data-driven decision making (DDDM) within the postsecondary context, assumptions regarding their value remain largely untested. The current study uses empirical data from 114 senior administrators and 8,847 students at 57 institutions in five states to examine the extent to which institutional assessment and data-driven decision making shape the experiences of first-year students. Nearly all these schools regularly...
Show moreDespite an increasing focus on issues of accountability, assessment, and data-driven decision making (DDDM) within the postsecondary context, assumptions regarding their value remain largely untested. The current study uses empirical data from 114 senior administrators and 8,847 students at 57 institutions in five states to examine the extent to which institutional assessment and data-driven decision making shape the experiences of first-year students. Nearly all these schools regularly collect some form of assessment data, and more than half report using assessment data to inform decision making. However, the institutional adoption of policies related to the collection of assessment data or the application of data-driven decision making appears to have no relationship with student experiences or outcomes in the first year of college. Thus, findings from the current study are consistent with the small, but growing, body of literature questioning the effectiveness of accountability and assessment policies in higher education. Roughly one in four students who begins college at a 4-year college or university does not return to that institution for a 2nd year (ACT Inc., 2016). This troubling statistic has not changed dramatically during the last 30 years, despite institutions of higher education implementing countless reforms in an effort to increase student success (e.g., learning, persistence, graduation). Among these efforts are hundreds of specific initiatives designed to facilitate student engagement, which has been found to predict student grades and persistence, particularly for underrepresented and underprepared students (Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008; Kuh, Kinzie, Buckley, Bridges, & Hayek, 2007)-with a strong focus on the critical 1st year of college (Barefoot et al., 2005; Upcraft & Gardner, 1989; Upcraft, Gardner, Barefoot, & Associates, 2005). Although various piecemeal initiatives have certainly contributed to improved outcomes at many institutions, they have not appreciably increased national persistence rates. As a result, educational policymakers and administrators have come under growing pressure to address this critical issue. However, this mandate is complicated by economic circumstances that have heightened the need for greater operational efficiency within higher education (Altbach, Berdahl, & Gumport, 2005; Paulsen & Smart, 2001). Responsive to these external pressures and in an effort to demonstrate their effectiveness, many colleges and universities are now spending hundreds of thousands of dollars, annually, to cover the costs of assessment (Cooper & Terrell, 2013), most of which continues to focus on student experiences and outcomes (Bresciani, Gardner, & Hickmott, 2009; Ory, 1992; Schuh, & Associates, 2009; Schuh & Gansemer-Topf, 2010). Underlying this approach is the assumption that educational quality is likely to be improved when decision makers develop policies and implement practices informed by relevant assessment data (i.e., “data-driven decision making” or DDDM). However, the assumption that assessment practices and DDDM by institutions of higher education yields improved student experiences and outcomes remains largely untested. Therefore, the purpose of this article was to articulate distinct perspectives on the use of assessment and DDDM in higher education, document the extent to which these practices have been implemented, and use empirical data from 114 senior administrators and 8,847 students at 57 diverse postsecondary institutions across five states to examine linkages between assessment/DDDM policies and student experiences in the 1st year of college. Specifically, this study addressed two research questions: 1. To what extent are institutions of higher education employing assessment and DDDM regarding students’ 1st year of college? 2. To what extent does institutional adoption of assessment and DDDM correspond to levels of 1st-year student engagement and perceived gains?
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Date Issued
2017-06-07
Identifier
FSU_libsubv1_scholarship_submission_1496954725_bfae81e7, 10.1080/00221546.2016.1272320
Format
Citation
Exclusivity through Challenge
Title
Exclusivity through Challenge: Difficulty and Talent Beliefs in Mathematics-Intensive Science Fields.
Creator
Nix, Samantha, Perez-Felkner, Lara, Blessing, Susan K., Cox, Bradley E., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
Abstract/Description
This dissertation presents a framework for understanding how beliefs about difficulty and talent in science, technology, engineering, and mathematics (STEM) influence students’ subsequent decisions to major and complete degrees in those domains. Recent evidence suggests that mathematics-intensive subjects like computer science, engineering, and physics (Nix, Perez-Felkner, & Thomas, 2015; Perez-Felkner, McDonald, Schneider, & Grogan, 2012) are perceived as difficult and are appropriate only...
Show moreThis dissertation presents a framework for understanding how beliefs about difficulty and talent in science, technology, engineering, and mathematics (STEM) influence students’ subsequent decisions to major and complete degrees in those domains. Recent evidence suggests that mathematics-intensive subjects like computer science, engineering, and physics (Nix, Perez-Felkner, & Thomas, 2015; Perez-Felkner, McDonald, Schneider, & Grogan, 2012) are perceived as difficult and are appropriate only for those possessing innate gifts (Dweck, 2008; Leslie, Cimpian, Meyer, & Freeland, 2015). Research additionally points to differences in ability beliefs by race/ethnicity and gender (Litzler, Samuelson, & Lorah, 2014; OECD, 2015). However, how these beliefs might create barriers to women’s and racial/ethnic minorities’ participation in STEM fields is not yet fully understood. Using nationally representative Education Longitudinal Study: 2002/12 data as well as original interview data drawn from a stratified, robust sample, this mixed methods dissertation (1) gauges the existence of specific ability beliefs about the role of difficulty and talent in STEM participation, (2) examines how these beliefs may be developed through the educational pipeline, (3) measures the association between perceived difficulty and mathematics-intensive science field major and degree, and (4) investigates how the postsecondary experience and identity shapes perceptions of difficulty and talent in STEM fields. Findings from the studies in this dissertation help inform researchers, practitioners, and policymakers of the existence, associations, and development of these ability beliefs.
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Date Issued
2018
Identifier
2018_Sp_Nix_fsu_0071E_14362
Format
Thesis
College experiences for students with Autism Spectrum Disorder (ASD)
Title
College experiences for students with Autism Spectrum Disorder (ASD): Personal identity, public disclosure, and institutional support.
Creator
Cox, Bradley E., Thompson, Kerry, Anderson, Amelia, Mintz, Amanda, Locks, Taylor, Morgan, Lindee, Edelstein, Jeffrey, Wolz, Abagail
Abstract/Description
A large and fast-growing population of individuals with Autism Spectrum Disorder (ASD) are completing high school with reasonable expectations for postsecondary success. However, without empirical literature to guide them, college educators are likely ill prepared to provide appropriate support for these students. Drawing from personal interviews with a diverse group of students with autism, the current study (1) amplifies these students' voices, (2) describes tensions between their public...
Show moreA large and fast-growing population of individuals with Autism Spectrum Disorder (ASD) are completing high school with reasonable expectations for postsecondary success. However, without empirical literature to guide them, college educators are likely ill prepared to provide appropriate support for these students. Drawing from personal interviews with a diverse group of students with autism, the current study (1) amplifies these students' voices, (2) describes tensions between their public and private identities, (3) outlines the academic, social, emotional, self-advocacy, and communication challenges they face in college, and (4) proposes both general principles and specific practices that could be leveraged to facilitate postsecondary success for students with autism.
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Date Issued
2017
Identifier
FSU_libsubv1_scholarship_submission_1460660561
Format
Citation