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The study examined the extent to which faculty at a regional university in Mississippi possess metacognitive knowledge and incorporate metacognitive teaching practices in their classrooms. Furthermore, the study examined the influence of age, gender, teaching experience, and subject area taught on general metacognitive awareness and metacognitive thinking during teaching. Fifty-three university faculty completed the "Metacognitive Awareness Inventory" (Schraw & Dennison, 1994) and the "Metacognitive Awareness Inventory for Teachers" (Balcikanli, 2011). None of the factors were found to have a significant influence on either general metacognition or metacognitive teaching practices; however, faculty members with higher general metacognition exhibited more metacognitive thinking during teaching. [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 doctoral dissertation examines the relationship among the three components of organizational commitment: affective, continuance and normative, job satisfaction, and turnover intent of New Jersey superintendents. Additionally, it examines the interplay between job satisfaction and organizational commitment, exploring whether job satisfaction plays a mediating role in their intention to leave their positions. Furthermore, the study aims to ascertain whether differences in organizational commitment, job satisfaction, and turnover intention exist across various demographic factors, including age, gender, salary levels, educational background, tenure within a district, and the geographical location of the district. Recommendations for future research encompasses conducting a longitudinal mixed-methods approach to examine turnover intention for an extended period. Furthermore, providing a more comprehensive understanding of how the complex relationship between organization commitment, job satisfaction, and job performance may lead to voluntary or involuntary turnover for superintendents. [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 study explored the multifaceted dynamics affecting the academic performance of high-achieving elementary students on end-of-year reading exams. It examines the influences of gender, age, genre preferences, the frequency of book borrowing, and language modality of instruction, all within the context of the elementary school library. Methodologically, the study employs a quantitative correlational approach. The data source comprises students' demographics, class assignments, end-of-year reading scores, and library patron records. Through the lens of Bronfenbrenner's Ecological Systems Theory, this research aimed to enrich our understanding of various interconnected systems in students' environments, such as family, school, and community, with each level impacting the individual differently. Additionally, drawing on Jeanne Chall's influential framework of Stages of Reading Development, the study investigates how libraries can effectively address readers' diverse needs and abilities at a specific stage of reading development, promoting a culture of literacy and continuous learning. These findings emphasize the influence of societal expectations and the pivotal role of elementary school libraries in providing access to a wide range of reading materials and resources. [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 number of Nontraditional-age students has been on the rise in higher education over time, and although this population has been increasing nationwide, there has been a continued decline in nontraditional-age students at Florida Gulf Coast University (FGCU). This quantitative study focused on the background characteristics, academic characteristics, and financial characteristics of accepted nontraditional-age undergraduate students in an effort to alter admission strategy and improve enrollment of nontraditional-age students at the institution. The results of a three-step logistic regression model found there were significant predictors of enrollment related to the background characteristics, academic characteristics and financial characteristics utilized in the regression models of the study. The results of the study will be utilized in FGCU Admissions to refine recruitment strategy in an effort to enroll more nontraditional-age undergraduate 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 purpose of this archival quantitative research study was to investigate the effects of relative age and eligibility for special education through third grade. This study further examined relative age as it related to gender, ethnicity, socioeconomic status, and multilingual learner status on eligibility for special education under the categories of Specific Learning Disabled (SLD) or Other Health Impaired (OHI). The study was conducted in a large kindergarten through 12th grade school district located in Northern New Jersey. The study used binomial logistic regression to analyze historical student data from three cohorts of students enrolled in third grade during the 2016-2017, 2017-2018, and 2018-2019 school years to determine if students were eligible for school-age special education between grades kindergarten through third under the two potential eligibility categories that could be construed by relative age (SLD or OHI). This research study's major findings provided enough evidence to reject the null hypothesis and accept the alternate hypothesis that students who are older at the start of kindergarten will be more likely than their younger peers to be found eligible for special education under the categories of SLD and OHI. Additionally, the results did not provide enough evidence to reject the null hypothesis for gender, ethnicity, multilingual learner status, or socioeconomic status and their interaction with age. This study did find a significant relationship between special education eligibility under the categories of SLD or OHI and being male. Similarly, there was a strong relationship between being classified as a non-multilingual learner and the likelihood of being eligible for special education under the categories of SLD or OHI. This study concludes including relative age within the peer group as a factor for discussion when determining if a child should be referred to or evaluated for a suspected disability under the categories of SLD or OHI. This study also recommends that districts and schools begin including age as a factor when developing class cohorts of students in schools with multiple classes per grade level which will allow students to achieve their full potential. [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 three-article format dissertation presents a comprehensive examination of the 2017 Community College Survey of Student Engagement (CCSSE), focusing on its measurement properties across diverse community college student populations. Study 1 centered on the validity of the internal structure of CCSSE. Exploratory and confirmatory factor analyses showed evidence to support an eight-factor model of student engagement. This model encompasses dimensions such as personal development, interactions with faculty and peers, and institutional support. This study marks a methodological and theoretical shift, advocating for a multidimensional perspective on student engagement in community college. Study 2 employed multi-group confirmatory factor analysis to examine the measurement invariance of the CCSSE across gender, age, race/ethnicity, and enrollment intensity. The results affirmed the CCSSE's capacity to consistently measure engagement across these groups at configural, metric, scalar, and strict levels of measurement invariance. This verification underlined the survey's reliability in capturing authentic group differences. This study also uncovered lower engagement scores among men and part-time students. Study 3 explored the concurrent and predictive evidence of validity of the CCSSE, investigating how engagement indicators correlate with and predict key student success outcomes. It offered new insights into the complex effects of factors such as interaction with faculty and peers and advising services on academic outcomes. [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.]

Persistence in distance learning has become problematic. This quantitative nonexperimental study examined whether perceived connectivity, perceived internal locus of control, and age predict persistence in online master's degree programs. Rotter's locus of control theory, Moore's transactional distance theory, and Rovai's composite persistence model provided the theoretical and conceptual frameworks. A sample of 68 participants completed a survey comprised of the Online Student Connectedness Survey, the Internal Control Index, the Grit Scale, and demographic questions. The findings of the multiple linear regression indicated that the predictor variables, connectivity, internal locus of control, and age, had a statistically significant relationship with the criterion variable, persistence. The R square value indicated that 27.9% of the variability in the criterion variable was explained by the combination of the predictor variables. The effect size for the regression model, the adjusted R square value, indicated that 24.5% of the variability of the criterion variable was explained by the combination of the three predictor variables. The findings of the Independent Samples t-Test indicated that the means varied for the three predictor variables between the two completed education levels, bachelor's degree, and master's degree, respectively. Persisting until completion of an advanced online degree program benefits learners and postsecondary institutions, as well as society. Advanced online degree completion promotes positive social change. It enhances the employment prospects of individuals from diverse backgrounds. Moreover, individuals who complete their advanced online degree programs gain the requisite knowledge and skills needed to improve conditions within their communities. [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 dissertation is a qualitative study that investigated the experiences of Black Indigenous and People of Color (BIPOC) higher education professionals who hold a position in the President's Cabinet of a public university in the Western United States. The study utilized human capital theory, social capital theory, and social cognitive career development theory (SCCT) to explore four research questions: (a) What paths do BIPOC higher education professionals take to the President's Cabinet? (b) What personal, social, and cultural considerations should professionals be mindful of when seeking a position in the President's Cabinet, and how might this differ by race, gender, or age? Are there particular workplace dynamics that BIPOC professionals should be mindful of? (c) What barriers surface for BIPOC professionals as they seek positions in the President's Cabinet and how are they approached and mitigated? (d) What role do political leadership and social capital play in one's trajectory to the President's Cabinet? This study found that mentorship plays a significant role in the career success of a BIPOC professional on their path to the President's Cabinet. Mentorship increases the social capital and human capital and enhances the career development of a BIPOC professional. While most BIPOC professionals do not seem to take a traditional path (faculty, chair, dean, provost, president), a newer stream of nuances seems to be emerging for BIPOC professionals through the benefits of mentorship and sponsorship. Ultimately, this study found that BIPOC professionals have the most successful experiences on their paths to the President's Cabinet when they are S.P.O.N.S.O.R.ed (Support, Protect, Organize, Notice, Speak-Up, Offer, Recognize). [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 research involved a quantitative secondary analysis using the Integrated Postsecondary Education Data System (IPEDS) to investigate factors leading to disparities in academic success. Focusing on the role of course modality, the research aimed to address the need to enhance equity in academic achievement, considering age, gender, race, and socioeconomic status. Special attention was given to online and hybrid modalities from 2017 to 2021, encompassing both pre- and post-pandemic data to observe shifts in higher education to more online and hybrid practices. The research was rooted in Astin's student involvement theory and Rawls' theory of justice, and it sought to discover paths to educational equity. Multilevel secondary analyses revealed significant variations in academic success measures across different demographic groups over time, with some demographics showing moderate improvements. These findings indicated that although improvements have been realized among many groups, the magnitude and consistency of these changes vary considerably across different demographic groups. The analysis revealed statistically significant changes in the number of programs offered, both online/hybrid and face-to-face, and for specific degree programs across the years. The effect sizes for these changes ranged from small to moderate, indicating varying levels of impact over time. The conclusion is that although the adoption of online and hybrid instructional methods has yielded positive results in student engagement, satisfaction, and overall success, persistent racial and ethnic disparities remain. Online and hybrid formats have led to improvements in academic success across different gender categories, but gender disparities persist. Findings also demonstrate that both student demographics and instructional modalities play significant roles in shaping individuals' academic experiences, highlighting the complexity of factors influencing academic success. Recommendations for practice include improving online and hybrid education through interactive activities and diversifying instructional practices. There is a need to address race, ethnic, and gender disparities with culturally responsive teaching and tailored support to meet the diverse needs of this student population. Further research is needed to investigate the underlying factors contributing to race and ethnic-based disparities in online and hybrid learning environments, such as access to technology, cultural responsiveness, and systemic barriers. [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.]

Community college students who are juggling busy lives may be drawn to enroll in self-paced online courses. Shorter, eight-week versions of online courses are an option for these students instead of taking full sixteen-week versions. However, because eight-week courses cover the same amount of material in half the time, student success may be affected. This study compares student success rates in selected eight- and sixteen-week online versions of three key community college courses: English 101, Math 120 and Biology 101. The success rates for each length of course were also compared with demographics: race/ethnicity, age, gender, and incoming college-level GPA. Findings indicate that while there is no statistically significant overall difference in performance between students in the eight- and sixteen-week versions there are important differences. Students enrolled in Math 120 courses had over 50% withdraw rates for both the sixteen-week and eight-week versions, indicating that students who are not strong in Math may not be successful in any version of an online Math course. Black/African American students were more likely to pass eight-week courses than sixteen-week courses. Non-traditional age students were more likely to pass eight-week courses than traditional-age students. Women were more likely to pass eight-week courses than men. Students with a passing incoming GPA and no incoming GPA were more likely to pass both sixteen-week and eight-week courses than students with a failing incoming GPA. Both sixteen-week and eight-week course types had an over 30% withdraw rate, which may be cause for concern for all online 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.]

A study was conducted to determine if previously incarcerated employee age, postsecondary education (PSE) attainment, prior incarceration status, and assessed self-efficacy predict job satisfaction. It also considered if organizational commitment had a moderating effect on the predictors ability to forecast the criterion. Two underlying theories considered in this study are Bandura's social learning theory and Vroom's expectancy theory. The obtained sample of 22 participants included seven previously incarcerated individuals. Demographic data used as predictors were employee age, PSE attainment, and prior incarceration status. Three instruments used included the New General Self-Efficacy Survey to assess self-efficacy as a predictor, the Job Satisfaction Survey to assess job satisfaction as the criterion, and the Organizational Commitment Survey to assess organizational commitment as a moderator. The multiple regression analysis indicated employee age, PSE attainment, prior incarceration, and self-efficacy did not predict job satisfaction. The planned analysis of organizational commitment as a moderator was not conducted, given the nonsignificant regression results. Positive social change may result from developing mentorship programs, private funding for correctional education, and amending laws to benefit ex-prisoners are a few ways stakeholders, organizations, and lawmakers can assist former prisoners in successfully transitioning into society. Future research with a larger representative sample and partnering with nonprofits and state agencies are also essential to increase the understanding of PSE and job satisfaction among correctional agencies, lawmakers, stakeholders, and community members. [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 purpose of this empirical investigation was to determine the predictable relationship between body type factors, socio-demographic factors, attitudes toward body factors, and the self-esteem scores of undergraduate college students. More specifically, the study was concerned with the predictability of body types, socio-demographics, and attitudes toward body factors of body image, body appreciation, gender, age, physical attractiveness, and satisfaction with physical features of the body on the self-esteem scores among undergraduate college students.A simultaneous multiple regression statistical design was used in this empirical study. The population for this empirical study consists of undergraduate college students enrolled in an urban university located in the fourth largest city in the United States. This university is a Historically Black College and University (HBCU) with a current student clientele of over 9700 undergraduate and graduate students. The sample consisted of 160 undergraduate college students from the College of Liberal Arts and Social Work enrolled in an urban university located in the southern region of the United States. There were five instruments used to collect data for the present investigation. They are the Rosenberg self-esteem scale, the physical attraction scale (short version), body appreciation scale (BAS-2), the body esteem scale, and the demographic profile sheet. Two parametric procedures were used to test the three hypotheses Simultaneous Multiple Correlation procedure and Simultaneous Multiple Regression technique. All three hypotheses were tested for a relationship and predictability between three sets of independent (predictor) variables and a criterion (dependent) variable. All three hypotheses were found to be non-significant at the 0.05 level. From the results, this study concludes that any attempt to predict the self-esteem of undergraduate college students attending a Historically Black College and University should not take into account socio-demographic factors such as gender and age. Furthermore, body type factors such as body image and body appreciation should not be included in a regression model employed to predict the self-esteem of undergraduate students attending a Historically Black College and University. [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 United States must tap into its growing minority population in STEM fields to maintain global competitiveness. Despite increased diversity in STEM work-related fields within the United States, African American (AA) students are still underrepresented in STEM majors, resulting in low community participation in STEM careers compared to their overall population share. This study examined differences in engagement levels between AA STEM students attending historically black colleges and universities (HBCUs) and predominantly white institutions (PWIs). The engagement of students has been identified as one of the most important factors influencing college student retention and success. Analysis was done to examine the impact of student background variables on student engagement levels, as measured by scores derived from National Survey of Student Engagement (NSSE) data across the nation. This quantitative study employed multiple linear regression and Multivariate Analysis of ANOVA (MANOVA) techniques to answer the research questions. Students' GPA, enrollment status, gender, age, and institution type were significant predictors of student engagement, except for the guardian's education level. Additionally, AA STEM students at HBCUs had significantly higher student engagement scores on all three NSSE benchmark themes (Academic Challenge, Learning with Peers, and Experience with Faculty) than those at PWIs, except for Campus Environment. This study informs STEM policymakers to develop programs to promote student engagement, and this will lead to more AAs graduating in STEM fields, thus increasing diversity in the STEM workforce. [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.]

In four years of high school education some students do not achieve the appropriate number of credits to receive a diploma. To support over-age, under-credited students, each high school has to intervene. Schools need to find ways to help students receive the credits needed, allow students to go beyond four years to graduate, or drop out of high school. In many cases, students become under-credited after the first year of high school. While schools may easily determine who the under-credited students are, how, or even whether the issue is addressed before the second or third year of high school many times is arbitrary. Many under-credited students are at the mercy of a haphazard system dependent on a competent, caring school counselor. Processes, like regular transcript reviews, are only effective when specific school employees, including school counselors, building-level administrators, or district-level administration see it as a problem. This research will focus on rural, suburban, and urban public high schools in the Commonwealth of Pennsylvania and the ways and extent to which their students are on track to achieve the correct number of credits to graduate. This qualitative descriptive research will include an Executive Summary including best practices for supporting over-age, under-credited students available to the Commonwealth's Intermediate Units. [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.]

Identity is a foundational element in a person's development and can influence all aspects of a person's life. Although research on adolescent identity development is a growing field, there are opportunities for additional research on this stage of development, with specific focus needed on the role of asynchronous development. This study utilized narrative inquiry to better understand the development of individuals who graduated high school younger than their grade peers. A group of five graduates and five parents of graduates who graduated high school within two months of turning 17 or younger were interviewed to understand their experiences growing up gifted and their transition out of high school. Utilizing a narrative inquiry methodology with elements of phenomenological research, participants shared stories and experiences related to growing up gifted or raising gifted children, with a specific focus on when graduates felt most authentic. By coding the participant narratives, four core themes were identified: passion as a foundation of identity development, freedom and control, peer and adult impact on identity development, and challenges of the first semester of college. A discussion of the implications of these themes and recommendations for further research are provided. [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.]

Mentoring is a dynamic and multifaceted process that plays a pivotal role in personal and professional development. This paper explores critical variables related to mentoring, including historical context, demographics of mentors (age and sex), mentor training, mentor readiness, mentor benefits, and concerns mentors may have with the process. Examining these variables provides a better understanding of the intricate dynamics that shape mentoring relationships and their impact on mentors and mentees. [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.]