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Background: Upon completion of their undergraduate educator preparation program (EPP), early childhood special educators obtain roles within inclusive school settings. As part of these roles, they will participate in collaborative interactions with other educators, related service providers, paraprofessionals, and their students' family members. The goal of inclusive collaboration in school settings is to work together to design and implement specialized instruction and supports that can improve childhood outcomes. ECSEs gain understanding of necessary collaborative concepts, skills, and dispositions through a standalone course on collaboration or through multiple courses where collaboration preparation is infused into the curriculum. It is important for faculty in these courses to determine if their assignments do a comprehensive job of covering the elements of collaboration and that this coverage encourages high levels of processing including application, analysis, evaluation, and creation. Method: An exploratory deductive qualitative content analysis retrieved 27 collaboration course assignments by way of snowball sampling from six undergraduate early childhood special educator preparation programs from across the state of Ohio who submitted 12 syllabi for review. High-leverage collaborative practices (HLPs) from McLeskey et al. (2017) and the Revised Bloom's Taxonomy (RBT) (Anderson et al., 2010) served as the historically agreed upon frameworks that assisted when analyzing the course content on collaboration for the presence of HLP and RBT terms. Findings: Patterns of term usage were determined across a course, a program, and across the state. Course assignments were found to regularly include little more than half of the terms that are indicative of high-leverage collaborative practices. Course assignments focused most heavily on family collaboration and garnering a general understanding and practice of communication and collaboration skills. The following crucial elements of collaboration were missing or rare to find in the term usage including paraprofessional collaboration, transition, co-teaching, giving and receiving feedback, and cultural and linguistic responsivity. Application and creation were high level processing terms used most regularly in these programs. Analysis and evaluative processing terms were rare to find. Some programs had a heavy emphasis on dispositional term usage going well beyond the dispositions mentioned in the HLPs. Flexibility and openness were rare to find among dispositional terms. Conclusion: Strengths and weaknesses were identified in covering high leverage-collaboration practice terms and incorporating high levels of cognitive processing around collaboration. Course and program design could contribute to the use of high levels of cognitive processing and a higher frequency of HLP term usage. Themes emerged and practical steps to increasing the comprehensive use of high-leverage collaborative practice terms at analytical and evaluative levels of cognitive processing are presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Children with autism spectrum disorder (ASD) often demonstrate difficulty communicating with others, and this may impact the extent to which they can engage in language during play. Previous researchers have used interventions to increase commenting during play with caregivers, siblings, and adult play partners. In these previous studies, researchers have taught participants to use text-based or audio recorded scripted phrases to facilitate communication. However, because these interventions include multiple components such as physical guidance and verbal reminders from another individual in addition to the textual or auditory scripted phrase, it is unclear the extent to which the specific words associated with the scripted phrases are necessary to evoke responding. Therefore, the purpose of this study was to examine the effects of an intervention using generic picture cues on the number of play-based statements for children with ASD. We also examined the extent to which participants engaged in play statements when the cues were attached to novel toy sets and provided an analysis of the types of play statements participants emitted. Three participants engaged in more play-based communication in the training condition as compared to the baseline and no cue conditions. Further, two out of three participants continued to engaged in play-based communication when we introduced novel toy sets. We also found that all participants emitted a variety of different play statements. Potential limitations and future research related to using generic picture cues to promote communication during play for children with ASD are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Electronic networks of practice (eNoP) are special types of electronic social structures focused on discussing domain-specific problems related to a skill-based craft or profession in question and answer style forums. eNoP have implemented peer-to-peer feedback systems in order to motivate future contributions and to distinguish contribution quality. However, there is a lack of empirical data or a set of theoretical perspectives in the literature to evaluate their effectiveness against these claims. The purpose of this dissertation is to develop and empirically test two related theoretical perspectives concerning voting practices within these systems and the usefulness that these systems have in terms of promoting future contributions. I do this by performing two independent (but related) empirical studies. In the first study, I qualitatively demonstrate that the off-topic forums within eNoP have the potential to be virtual third places, special types of informal gathering places. I then quantitatively demonstrate that members who have greater affective place attachment to the third place portions of the network and members who make identity claims with the eNoP through their third place participation have a higher propensity of contributing a positively rated practice-related contribution and a lower propensity of becoming inactive on the practice side of the eNoP. I further demonstrate empirically that the usefulness of the peer-to-peer feedback system in terms of promoting future practice-related contributions is qualified by third place participation, most notably site level identity claims made by third place participants. I argue that this is the case, because status attainment and maintenance in a place of emotional and psychological significance is more important than status attainment and maintenance in 'just another' knowledge sharing eNoP. In the second study, I utilize a cultural sociology perspective drawing primarily from Bourdieu's integrated social theory (fields, forms of capital and habitus) and Eliasoph and Lichterman's concept of culture in interaction in order to explain voting practices within peer-to-peer feedback systems. In this study, I argue that a vote is a complex social and cultural phenomenon that is based on more than the quality of the post. I demonstrate empirically that the lower the social class of the giver and receiver of feedback, the greater the differences in professional habitus between the giver and the receiver of feedback, and members who violate the group style have a higher propensity of receiving negative votes (as opposed to positive votes). My results further reveal that the effect of small professional habitus differences is amplified in the presence of a group style violation, specifically group bond violations. These results hold even after controlling for the quality of the post and previous interaction histories between dyadic pairs of members. This dissertation advances the knowledge of social dynamics within eNoP by complementing existing eNoP literature, which explains interactions and knowledge contributions largely in terms of networking constructs such as network centrality and network density using market-based ties and traditional resource exchange perspectives. My research demonstrates that eNoP are much broader than resource exchange systems and may be more appropriately conceptualized as social and cultural systems. Concepts of place, social stratification, habitus, and cultural in interaction provide eNoP researchers an enhanced theoretical toolkit for explaining and predicting the social interactions within these electronic social structures. This dissertation also has practical ramifications for eNoP site designers and the designers of peer-to-peer feedback systems more generally. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

High Fidelity Simulation is a teaching strategy that is becoming well-entrenched in the world of nursing education and is rapidly expanding due to the challenges and demands of the health care environment. The problem addressed in this study is the conflicting research results regarding the effectiveness of HFS for students' knowledge acquisition after participating in simulation exercises. Specifically this researcher determined the effects of a formatted simulation scenario on knowledge acquisition among nursing students and the students' satisfaction and self-confidence with the simulation learning activity. Kolb's Experiential Learning Theory (1984) provided the framework for this study. This study used a quantitative quasi-experimental design, specifically, the Solomon Four Research Design with 43 first semester senior nursing students enrolled at a baccalaureate nursing program at a state university in the southeastern United States. The results of the study found that there was not a statistically significant difference between the experimental group (E1) who received HFS (z = -1.47, p = 0.143) in cognitive gains when compared to the students who did not receive the intervention of HFS (C1) (z = -1.78, p = 0.75). The students' overall perception of HFS was very positive and the simulation activity increased their self-reported level of self-confidence. The results of this study imply that simulation should not be used with the exclusive goal to increase knowledge but rather for students to increase their confidence and to demonstrate their ability to care for a patient at the bedside. It is our duty as nurse educators to systematically evaluate new teaching efforts such as simulation to determine the effectiveness of this remarkable but expensive technology to ensure that we are providing the best learning opportunities possible for our nursing students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The use of the cohorts in teacher education has steadily increased over the last decade. Research indicates both beneficial and negative aspects to this approach, with the field undecided. This study focuses on a Midwestern university's accelerated graduate program for special educators. The program uses a mixed cohort approach to model collaboration, teaming, problem-solving, early intervention roles, and research-based strategies. The purpose of this study is to determine whether the cohort approach impacts students in their professional roles. This study analyzes data from pre and post surveys and focus groups to determine the benefits of the cohort approach. Survey data indicates positive feedback on the cohort approach. Survey and focus group data points to participants who have completed the program with an awareness of best practices. The growth of former students is evident through the data related to collaboration and teamwork. The cohort provides real time opportunities to collaborate with each other by promoting interdependence and thus makes the cohort successful. Also it is possible that a cohort experience has a greater impact on an individual's learning experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The primary purpose of this study was to examine the impact of "Servant Leadership" in an organization using the following variables: valuing people, developing people, building community, displaying authenticity, providing leadership and sharing leadership. The study also examined whether or not a correlation existed between years of faculty service, education level, and faculty gender. The researcher administered the Organizational Leadership Assessment (OLA) designed by Dr. James Laub to three public schools; interviews were also conducted with three school leaders. This study suggests that a "Servant Leader" positively impacts an organization's overall success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Research indicates that stress is steadily increasing among college administrators. This has implications for the California Community College (CCC) system's ability to recruit and retain qualified leaders as the need to replace retiring baby boomers increases. For those working in leadership positions in CCCs, stress is compounded by the way that colleges are funded and governed and by the need to fulfill the broad scope of the CCC mission, especially with the state's economic struggles. This descriptive study used a mixed-methods approach to determine the impact of stress on CCC chancellors, vice chancellors, college presidents, superintendent-presidents, provosts, and vice presidents. Overall, it included leaders who self-identified as white/non-Hispanic, were over the age of 50, and had more than six years of leadership experience in California community colleges. Additionally, over half were women. Specifically, it investigated the positive and negative effects of stress and identified what leaders find most effective in managing stress. The theoretical foundation of this study was stress models and theories, including those of Cannon (1922), Selye (1976), Ellis (1997), and Sternberg (2001). The major findings of this study concerned the factors that leaders attributed to positive and negative stressors. Budget and finance was the category that resulted in the highest percentage of negative stress (79%), followed by dealing with unions (78.1%) and campus-related politics (75%). The highest percentage of positive stress responses (79.7%) concerned professional responsibilities and accomplishments, followed by a tie between issues involving students and working in a shared governance (54.7%). The results also indicated that leaders attribute their ability to effectively manage work-related stressors to their years of work experience, self-confidence, willingness to seek advice from their colleagues, skill at building relationships, and ability to engage in strategic thinking. Additionally, they typically use various coping mechanisms, including talking with someone or laughing (46.9%), relaxing (37%), and engaging in some type of physical activity (32.8%) to help alleviate or minimize negative stress and to maintain a healthy work-life balance. For the most part, leaders enjoy what they do and view their professional responsibilities and accomplishments as positive stressors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Collaborative learning is increasing in popularity in education. This collaborative pedagogy is based on a significant body of research that shows positive learning gains. Additionally, given the nature of much of the information-age work, it is thought that such collaborative activity in school helps develop knowledge, skills and attitudes that will be beneficial to students in their post-college lives. In spite of collaborative learning's increasing use and popularity, there is only limited research on how students feel about such methods and their level of confidence in their collaborative knowledge, skills and attitudes. Based on the current theories about self-efficacy, delineated by Bandura (e.g. 1982, 1997), and as shown by experimental evidence, a person's attitude about his or her competency in regards to an activity or task has a significant effect on his or her willingness to perform that activity, persevere and achieve at a high level. Self-efficacy is thought to be dependent to a large degree on prior experiences with an activity or within a domain (Bandura, 1982). This study investigated the level of self-efficacy students report about collaborative work within a classroom context. The participants were 73 college students enrolled in 4 sections (two face-to-face and two online) of a teacher preparation class focused on instructional technology. As part of the students' normal class work, they participated in a small-group (2 to 4 students) activity spanning approximately 4 weeks to investigate an assigned "new" instructional technology and then to build a wiki web-page to inform others in the class about that technology. The student groups were divided into control and treatment groups in which the treatment-group participants were given computer-based training related to collaborative learning skills, knowledge and attitudes prior to the activity. At the same time, the control group received activity-relevant, but non-collaborative-related, training. All students, prior to and after the activity, were assessed on a number of collaborative self-efficacy and related measures through the use of a new online-based survey instrument developed for this purpose. The factor analysis of the survey instrument revealed two orthogonal factors related to collaboration. These factors are collaborative self-efficacy and liking-valuing disposition. The results, from these factored-composite measures, showed that the pre-service teachers, in general, had a fairly high level of collaborative self-efficacy; on average, they liked and thought they could perform well in collaborative learning groups. Collaborative self-efficacy did not differ significantly from the pre-training-activity to the post-activity; however, generally the self-efficacy values did increase from pre-training-activity to post-training and activity. It was also found that the students in the face-to-face classes reported significantly higher liking-valuing dispositions toward collaborative learning activities than distance education students both prior to and after the activity. These findings provide some indication that offering brief training focused on collaborative-group skills might be beneficial to students' collaborative self-efficacy and liking-valuing disposition. The variability of participants' rating of collaborative self-efficacy showed, in some cases, large positive and negative swings between pre and post assessments. These fluctuations in collaborative self-efficacy suggest that immediate prior experiences may have a stronger effect on such measures than more distant experiences. This hypothesis was termed the Theory of Last Experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This document describes a college-level curriculum for airplane pilots that is expected to be available at Muskegon (Michigan) College of Business and Technology in fall 1990. The curriculum offers associate or bachelor degree, college credit for earned flight ratings, private license, transfer credit for other aviation college programs, the possibility of an aviation minor with a business major, a business rather than engineering emphasis, the possibility of earning a basic flight instructor rating in 2 years or 4 years, general education core courses, and the possibility of earning both ground instructor and flight instructor ratings. In addition to a description of current pilot training and a literature review, the document describes the curriculum in terms of accreditation and general education requirements, the curriculum's philosophy, Federal Aviation Administration orientation, the kinds of students the curriculum is expected to attract, the employment orientation of the curriculum, an advisory board, and the scope and sequence of courses. The document includes 48 references and appendices that contain occupational information about piloting; a list of aviation programs; information on Muskegon College of Business and Technology; course descriptions; course fee information; degree requirements; questionnaires for identifying needs, potential employers, and advisory board members; and a list of pilot license requirements. (CML)

Children’s Literature Grows Up proposes that there is a revolution occurring in contemporary children’s fiction that challenges the divide that has long existed between literature for children and literature for adults. Children’s literature, though it has long been considered worthy of critical inquiry, has never enjoyed the same kind of extensive intellectual attention as adult literature because children’s literature has not been considered to be serious literature or “high art.” Children’s Literature Grows Up draws upon recent scholarship about the thematic transformations occurring in the category, but demonstrates that there is also an emerging aesthetic and stylistic sophistication in recent works for children that confirms the existence of children’s narratives that are equally complex, multifaceted, and worthy of the same kind of academic inquiry that is afforded to adult literature. This project investigates the history of children’s literature in order to demonstrate the way that children’s literature and adult literature have, at different points in history, grown closer or farther apart, explores the reasons for this ebb and flow, and explains why contemporary children’s literature marks a reunification of the two categories. Employing J. K. Rowling’s Harry Potter novels as a its primary example, Children’s Literature Grows Up demonstrates that this new kind of contemporary children’s fiction is a culmination of two traditions: the tradition of the readerly children’s book and the tradition of the writerly adult novel. With the fairy tales, mythologies, legends, and histories that contemporary writers weave into their texts, contemporary fictions for children incorporate previous defining characteristics of children’s fantasy literature and tap into our cultural memory; with their sophisticated style, complex narrative strategies, and focus on characterization, these new fictions display the realism and seriousness of purpose which have become the adult novel’s defining features. Children’s Literature Grows Up thus concludes that contemporary children’s fiction’s power comes from the way in which it combines story and art by bringing together both the children’s literature tradition and the tradition of the adult novel, as well as the values to which they are allied. Contemporary writers for children therefore raise the stakes of their narratives and change the tradition by moving beyond the expected conventions of their category., Comparative Literature