Current Search: Locks, Taylor (x)
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Title
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Performance Funding and Higher Education Administrators: The Interaction of Administrators and Policy on Metric Achievement.
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Creator
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Locks, Taylor, Perez-Felkner, Lara, 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
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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
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2016
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Identifier
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FSU_2016SP_Locks_fsu_0071N_13250
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Format
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Thesis
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Title
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College experiences for students with Autism Spectrum Disorder (ASD): Personal identity, public disclosure, and institutional support.
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Creator
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Cox, Bradley E., Thompson, Kerry, Anderson, Amelia, Mintz, Amanda, Locks, Taylor, Morgan, Lindee, Edelstein, Jeffrey, Wolz, Abagail
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Abstract/Description
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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
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2017
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Identifier
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FSU_libsubv1_scholarship_submission_1460660561
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Format
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Citation
