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The purpose of this intrinsic case study was to understand the implementation of PBL at a dual language campus on the U.S.-Mexico border (Stake, 2000). Project-based learning in a dual-language setting can meet the demand for all students, especially emergent bilinguals, to receive equal and equitable learning opportunities that promote access to content knowledge regardless of student language proficiency (Howard et al., 2007; O'Brien et al., 2014). However, the success of implementing an innovation, such as PBL, is facilitated by the teacher's belief in the tools and ability to enact the approach (Bandura, 1977). Therefore, the study also considered how teacher self-efficacy supported the implementation of PBL in a dual language campus on the U.S.-Mexico Border. Semi-structured interviews were conducted with seven participants to understand their implementation practices and experiences with the student-centered learning approach. Teacher self-efficacy, a construct of self-efficacy, was used as the guiding Conceptual Framework. The data for this study was collected through multiple sources: formal and informal interviews, field observations, and district planning documents. Two of the Concerns-Based Adoption Model's (CBAM) dimensions, the Stages of Concern (SoC) diagnostic tool and the Levels of Use (LoU) diagnostic tools, were used to understand the participant's views and practices based on their self-efficacy implementing PBL in a dual language campus. The findings revealed the implementation of PBL was influenced by key factors, including guidance from the district's vision, high levels of support from the instructional leaders, and dual resources for their emergent bilinguals. PBL in a dual language setting provides emergent bilinguals with the opportunity to engage in relevant content that bridges their connections across the border, values and develops their content and linguistic understandings, and provides meaningful collaboration. [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 quantitative, descriptive, nonexperimental study employed Maslach's Burnout Inventory (MBI) to investigate the issue of principal turnover within high-poverty schools in Texas. The research question for this study is, "Is there a difference in a principal's feelings of burnout based on their years of experience?" The researcher used a cross-sectional design to collect data from the population sample of all level school principals in Texas with a wide range of experience levels. The Maslach's Burnout Inventory was administered to survey participants' feelings of emotional exhaustion, depersonalization, and personal accomplishment. Descriptive statistics were used to assess the burnout levels of principals at different stages of their careers. Although the mean scores suggested that some novice principals may experience higher levels of emotional exhaustion, principals with more experience managed to exhibit lesser levels of depersonalization and personal accomplishment. The findings of the one-way ANOVA and Welch ANOVA determined that there was no statistical significance between feelings of burnout and years of experience. These results hold significant implications for educational practices and leadership development programs. [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.]

Mixture models can be used to approximate irregular densities or to model heterogeneity. ·When a density estimate is needed, then we can approximate any distribution on the real line using an infinite number of normals (Ferguson (1983)). On the other hand, when a mLxture model is used to model heterogeneity, there is a proper interpretation for each element of the modeL If the distributional assumptions about the components are met and the number of underlying clusters within the data is known, then in a Bayesian setting, to perform classification analysis and in general component specific inference, methods to undo the label switching and recover the interpretation of the components need to be applied. If latent allocations for the design of the Markov chain Monte Carlo (MCMC) strategy are included, and the sampler has converged, then labels assigned to each component may change from iteration to iteration. However, observations being allocated together must remain similar, and we use this fundamental fact to derive an easy and efficient solution to the label switching problem. We compare our strategy with other relabeling algorithms on univariate and multivariate data examples and demonstrate improvements over alternative strategies. When there is no further information about the shape of components and the number of clusters within the data, then a common theme is the use of the normal distribution as the "benchmark" components distribution. However, if a cluster is skewed or heavy tailed, then the normal distribution will be inefficient and many may be needed to model a single cluster. In this thesis, we present an attempt to solve this problem. We define a cluster to be a group of data which can be modeled by a unimodal density function. Hence, our intention is to use a family of univariate distribution funct ions, to replace the normal, for which the only constraint is unimodality. With this aim, we devise a new family of nonparametric unimodal distributions, which has large support over the space of univariate unimoda1 distributions. The difficult aspect of the Bayesian model is to construct a suitable MCMC algorithm to sample from the correct posterior distribution. The key will be the introduction of strategic latent variables and the use of the product space (Godsill (2001») view of reversible jump (Green (1995») methodology. We illustrate and compare our methodology against the classic mixture of normals using simulated and real data sets. To solve the label switching problem we use the new relabeling algorithm.

This research explores the phenomenon of inter-organisational collaboration between public and private organisations in public-private partnerships (PPPs). The state's need for cost savings, capital, and greater efficiency has been accentuated by the recent global economic instability and, forecasts suggest that governments, particularly in Europe, will increasingly enter into partnerships with the private sector in the future. In contracting out public services investment through the collaboration with private sector the British experience is considered an international reference, the National Health Service (NHS) being a relevant example and also one of the most controversial contexts for the intervention of the private sector. However, few previous studies have analysed collaborative provision of ancillary services in this context. To conduct such a study, the concept of "partnership" required further clarification in both theoretical and management terms. To this end, the research focused on the leading drivers and governing influences and players, and on the working climate generated, including the socio relational dimension and involved dynamics. The study was conducted by means of a multi case study methodology based on semi-structured interviews, focus groups and additional documentary information. Participants' values and expectations in terms of working in partnership were examined as well as implementation and governance practices of the concept of PPP, in order to identify the connection between theory and practice. Finally, a model was developed for enhancing partnership between public and private organisations, grounded in the principles of relational management theories and in accordance with the particularities of this research context. The main issue identified is that the drivers behind the formation of partnering agreements are not in tune with the concept of partnership. The explored PPPs cases manifested a highly transactional nature, representing contractual exchange relationships characterised by formalised methods of task control and assessment rather than by trust based collaboration. There was a lack of a supportive governance structure in terms of the principles of partnership that the state had avowedly adopted. This research maintains that managing the relational dimension serves as a catalyst for the success of PPPs and that these partnerships are not embedded within organisations; rather, their development depends on having the right people in place. The PPP site manager's aptitude and attitude are key factors. This study highlights the need for consistency in the practice of partnership in terms of providing a balance between the level of formalisation and attention to the socio-relational dimension. PPPs are not benefiting in full from collaboration due to the neglect of the public/private relationship as a source of added value. This research urges the government to turn the concept of partnership into a reality instead of fostering anti-collaborative relationships. A model is suggested providing guidance on the strategic management of PPPs beyond limiting partnership to mere fulfilment of outcomes.

The purpose of this explanatory mixed methods study was to examine faculty perceptions of effectiveness and impact of professional development for teaching, research, and service in a higher education institution in South Texas. This study provided quantitative and qualitative data from 165 faculty members from a Hispanic Serving Institution in South Texas. Participants in this research consisted of tenured 56.9% (n = 95) and tenure-track 41.1% (n = 69) faculty members who taught in different departments in the colleges of Health Affairs, Sciences, Liberal Arts, Engineering and Computer Sciences, Business and Entrepreneurship, and Education and P-16 Integration. The quantitative data provided evidence to suggest that there is a relationship between professional development and perceived levels of support and community; although, not for productivity in teaching and research. Themes for professional development for teaching, research, and service included motivation to learn, self-directed learning, and resources for service. [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 achievement of mathematics within Hispanic youth is of great concern across the nation. In order to improve student achievement in mathematics, the nature of a mathematics teacher's complex belief system must be understood (McGee & Wang, 2014). The purpose of this exploratory qualitative study is to investigate the K-5 bilingual teachers' beliefs about how to develop the academic language of mathematics in Spanish and English in the context of dual language programs at the elementary school level and bilingual teachers' perceptions on the impact of professional development design for bilingual teachers to meet the needs of their students' academic language development of mathematics in Spanish and English. In addition, this study explores teachers' perceptions on the impact of professional development design for bilingual teachers to meet the needs of their students' academic language development of mathematics in Spanish and English. The findings revealed that the bilingual teachers teaching in a dual language classroom were committed to delivering instruction in mathematics in Spanish and English. Evidence showed that professional development for teaching mathematics in Spanish, developing academic language in Spanish or dual language instruction in mathematics was not available for these teachers. [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.]

Humor is an important aspect of interpersonal interactions as it is linked to the development and maintenance of relationships (Merolla, 2006). The purpose of this dissertation was to test the effect of a humor communication skills training program on the ability to minimize anti-social humor (i.e., aggressive, self-defeating) and enhance pro-social humor (i.e., affiliative, self-enhancing) in interpersonal interactions. Working from the framework of Social Cognitive Theory (Bandura, 1986, 2001), the effect of the humor skills training on self-efficacy, motivation, positive and negative humor use, and cognitive learning were also examined. Data were collected at baseline, post-training, and at a two week follow-up for the comparison group (n = 149) and treatment group (n = 152). Generally, results indicated that participants in the humor skills training group reported improving in self-enhancing humor, self-efficacy, and cognitive learning, upon completion of the final training session. However, they did not improve in affiliative humor, anti-social humor styles, motivation, or positive humor use. Furthermore, those that completed humor skills training maintained higher levels of self-enhancing humor, self-efficacy, and cognitive learning, two weeks after the final training session. Therefore, humor skills training can influence behavioral change, and this investigation provides a strong starting point for future exploration of the effect of humor skills training in the interpersonal communication context. [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.]

With budgets on the decline, university officials are seeking alternative methods to maintain and increase the type of services provided to students. By incorporating social entrepreneurial competencies in the daily actions of university staff members, staff members will be able to perform their work more effectively and help students acquire skills such as innovative thinking, which is needed in today's society. Social entrepreneurs are defined as change agents for society; these individuals seize opportunities missed by others, improve systems, create solutions, innovate and adapt, leverage resources they do not control, and advocate for what they and others need to be successful (Ashoka, 2010a; Bornstein & Davis, 2010; Dees, 1998). Universities will be more successful in respect to helping students with a workforce of social entrepreneurs capable of leveraging resources. Through action research, this study utilized a phenomenological perspective with both qualitative and quantitative methods of data collection and analysis to introduce social entrepreneurial competencies to the live-in housing professionals (pro-staff) at Arizona State University (ASU) and then examined the incorporation of the competencies into the pro-staff's daily work. Ten current pro-staff participated in two phases of the study, each of which consisted of surveys and workshops. Participants' responses indicated that there are five competencies and three strengths related to social entrepreneurship that are significant to the pro-staff position and their daily work at ASU. [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.]

During the last decade online retail sales have been growing constantly. This growth has been possible due to different factors like online reviews. Online reviews have been proven successful in predicting different variables like trust and sales in online settings; however, the impact of online reviews on other variables like customer satisfaction has not been widely studied. Based on expectation-disconfirmation theory, this study analyzes the effect of online reviews on customer satisfaction. A set of six hypotheses were proposed and tested by using a controlled experiment. A total of 278 usable responses were obtained from a sample of college students from a major Midwest US university. Five of the six hypotheses were supported. Results indicated that expectations and perceived performance are significant predictors of disconfirmation. They also indicate that disconfirmation is a significant predictor of satisfaction. Regarding the effect of online reviews on satisfaction, results showed an indirect effect of online reviews on satisfaction mediated by expectations and disconfirmation. Results have implications for research and practice. For research, results help to increase the understanding of customer expectations formation in online settings. For practice, results give advice to sellers about how to increase customer satisfaction. [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.]

Diabetes Prevention Strategies for the Diné The purpose of this qualitative study was to explore Diné stories as a culturally appropriate educational method in the active implementation of diabetes prevention strategies among Native Americans. Native Americans are 2.3 times more likely than European Americans to be diagnosed with diabetes and die from this disease. In fact, Native people die at a rate that is 200% higher than the U.S. population (Indian Health Service, 2007; Office of Minority Health, 2011). As of 2020 Partners in Health (PIH) has reported that one in three Navajo individuals are diagnosed as diabetic or pre-diabetic. This high rate of disease warrants immediate intervention. A foundational assumption of this study is the critical importance of a culturally appropriate educational method which will inform decision-making about individual and communal health and well-being. This study will build on research about Indigenous education (Battiste, 2013; Brayboy, 2005; Reyhner, 2013; Ritskes & Sium, 2013) and public health (Grace, 2011; Lombard et al., 2012), which demonstrates the value of stories as an effective means of “transformative learning,” with the potential to influence behavioral change. The focus of this qualitative study was on the stories of the Diné as a means for positive change in health outcomes for their community. The overarching focus of the study was what we would be able to learn from Diné participants’ stories that show us ways in which they have been able to implement diabetes prevention strategies in their own lives. Using a method based on Seidman’s (2013) phenomenological interview process, I have given voice to testimonies rooted in traditional Diné values and practices. I learned about the lived experiences of participants related to diabetes, and from their own diagnosis or that of a family member. I also engaged in a form of reciprocal interviewing, in which I shared with participant current effective prevention strategies, such as an improved diet, which is a proven factor in mediating the risk of diabetes (Center for Disease Control, 2011). I then developed narrative profiles for each participant (Seidman, 2013) which present their unique experiences. This approach constituted the first stage of data analysis and also allowed me to ultimately present the data in a form that is a true representation of each participant’s stories. Keywords: phenomenology, culturally appropriate education, storytelling, diabetes interventions