An outcomes assessment of the athletic training education program at Illinois State University for CAAHEP accreditation

Kauth, William Allen Illinois State University 2002 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The evolution of athletic training education has developed to the extent that the National Athletic Trainers Association (NATA) has mandated that accreditation is necessary for maintaining consistency within all of the Athletic Training Education Programs (ATEP) in the United States. The Athletic Training Education Program (ATEP) at Illinois State University (ISU) must comply with the newly created accreditation standards. The American Medical Associations' (AMA) Committee on Accreditation of Allied Health Education Programs (CAAHEP) dictates these “Standards and Guidelines.” Compliance with the “Standards and Guidelines” is necessary in order to continue offering a curriculum that will be recognized by the NATA Board of Certification (NATABOC). This requires a completed self-study that documents compliance with the “Standards and Guidelines” created by CAAHEP and the Joint Review Committee of Athletic Training (JRC-AT). A component of the “Standards and Guidelines,” for the self-study, is a program evaluation. A requirement within the program evaluation is an outcomes assessment that will determine the effectiveness of the ATEP. Therefore, it was the purpose of this study to complete the outcomes assessment component of the program evaluation within the “Standards and Guidelines.” This outcomes assessment will be used as part of the self-study by the ATEP at Illinois State University to meet the requirements of the CAAHEP accreditation process. In this study a self-developed questionnaire was used to obtain demographic and descriptive information necessary to complete the program evaluation component of the self-study. This questionnaire, called the Athletic Training Education Program—Outcomes Assessment and Perception of Effectiveness (ATEP-OAPE) questionnaire, was mailed to the subjects. The subjects included ATEP alumni who had completed the entry-level athletic training education program at Illinois State University (ISU) and graduated between 1995 and 1999. The subjects responded to the questionnaire to provide the data that were analyzed and used to complete the program evaluation component of the self-study for CAAHEP accreditation. The results were then used to determine future recommendations for the ATEP and for further research.

Effect of academic content first-year seminars on student engagement in the institutional social system

Lynn, Angela N Illinois State University 2008 해외공개박사

This study explored the impact of academic content first-year seminars on engagement of first-year students in the social system of Western Illinois University. This study also examined how these seminars may influence student engagement in the institution's social system during the first college year and beyond. A two-phase sequential mixed methods approach was utilized. The first phase focused on the quantitative analysis of existing data from the National Survey of Student Engagement (NSSE) completed by first-year students at Western Illinois University during Spring 2005 (n = 478) and Spring 2006 (n = 421). Analysis of the NSSE data found a statistically significant difference in first-year student engagement in the social system of Western Illinois University. The second phase of the study included semi-structured interviews with 13 students who began at the University during the 2005-2006 academic year and who were enrolled as juniors in Spring 2008. Interview participants described having more personal relationships with their first-year seminar instructors than with other faculty members in their first year. The participants stated the seminar assisted them in making connections with their peers during their first year and helped broaden their experiences and awareness of University resources. Most participants maintained contact with their first-year seminar peers and instructor, even after their first year. Participants reported being involved in a greater number of cocurricular activities after their first college year, which they attributed in part to the academic content first-year seminars. The findings of this study affirm that academic content first-year seminars are a promising method for improving student engagement in the social system of the institution through increased interaction with faculty in class and out of class, improved student connections with peers, and increased involvement in cocurricular events and activities.

Revenue Inequalities across Public Universities in the Midwest: What Differentiates the Haves and the Have Nots?

Vize, Edward L Illinois State University ProQuest Dissertations & 2022 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

There is a deepening divide between higher education institutions that can sustain themselves fiscally in the wake of declines in state funding and those institutions that are struggling to sustain needed revenues. This research analyzes changes in revenue patterns from 2000–2015 in Midwestern public four-year colleges and universities to the extent that revenue inequality contributes to a widening gap between well-resourced and less-resourced institutions. Revenue shifts that appear to be contributing to bifurcation between haves and have nots colleges and universities. The study applied quantitative descriptive analysis to Delta Cost Project revenue and institutional characteristic data. Data over a 16-year was analyzed to show changes in revenue patterns and institutional metrics associated with haves and have nots. Revenue data is adjusted for inflation to 2015 dollars using the Higher Education Cost Adjustment (HECA). Resource Dependency Theory (RDT) is the theoretical framework used for the analysis. RDT argues institutional behaviors are shaped by the drive to avoid overarching dependence on only one or two revenue sources because that gives the external funding sources undue influence over the organization’s operations. As a result, organizations look to cultivate multiple revenue sources, an especially important strategy when state appropriations decline and are inconsistent. The study identified an increase in total operating revenue for most institutions. The study also confirmed the existence of revenue inequality. The findings describe changes in patterns of revenue influenced by changes in funding sources, economic conditions, and pursuits of prestige. They show a growing spread between well-resourced and under-resourced institutions. The results of this study have important implications for higher education policymakers, practitioners, and researchers. As state support for public four-year higher education wanes, institutions have sought alternative revenue sources. However, the degree to which institutions can find alternative revenue varies widely. The more constrained under-resourced institutions are more often regional comprehensive and HBCU institutions that serve more minority, low-income, and first-generation students. If state funding continues to decline, revenue inequality will negatively constrain institutions who have fewer alternative revenue sources. As the gap between haves and have nots increases many institutions may struggle to deliver their mission with the greatest impact felt by institutions serving more lower income and students of color.

Public finance of higher education and income distribution : some evidence from the state of Illinois

이성수 Illinois State University 1993 해외박사

고등교육에 대한 정부지출과 관련된 정책을 수립함에 있어 형평성의 고려는 중요한 문제이나 일리노이주에 대한 정부보조금의 소득분배효과에 대한 실증 적 연구는 아직까지 행해진 것이 없다. 다른 주에 대한 연구는 몇개 있으나 각 주마다 재정 및 교육제도가 상이하기 때문에 이러한 연구결과를 직접 일리 노이에 적용하는 것은 불가능하다 하겠다. 또한 기존연구에 대한 방법론적 미 비점도 개선이 필요하다고 생각한다. 이러한 점에 착안하여 본 연구는 일리노이주에 있는 주립대학과 전문대학들 을 대상으로 1989년도 정부보조금지급으로 인한 소득재분배효과를 추정했다. 주된 목표는 현재의 조세정책 및 교육제도하에서 어떤 소득계층이 그들이 낸 세금보다 더(혹은 덜) 편익을 얻는가를 알아내는 데 있다. 이러한 연구결과 는 교육제도의 형평성 제고에 중요한 자료로 사용되리라 생각한다. 고등교육의 편익과 비용이 학생들에게 지급한 보조금과 일치한다는 가정하 에서 조세귀착이론을 적용해 소득계층별 순편익을 측정한 결과 중산층 및 저 소득층이 가장 많은 혜택을 받고 있으며 정부보조금은 고소득층으로부터 저소 득층으로 소득재분배효과를 초래하는 것으로 나타났다. 가구소득이 $60,000 이상인 계층으로부터 $40,000 이하인 소득계층으로 가장 많은 소득이전이 이 루어졌으며 $30,000 이상 $40,000 이하의 계층과 $10,000 이하의 소득계층이 가장 많은 순편익을 얻는 것으로 나타났다. 이러한 결과의 주된 원인은 주립 대학을 중산층 이하의 계층에서 가장 많이 이용하는 대신에 상대적으로 많은 재정지원이 고소득층으로부터 흘러 들어오기 때문인 것으로 설명될 수 있다. 연구 결과의 신빙성을 높이기 위해서 조세전가에 대한 다른 가정을 사용했 을 경우, 무상보조금 지급을 고려하지 않았을 경우, 그리고 대학 및 전문대학 을 분리했을 경우의 소득재분배효과를 각각 측정했으나 일반적인 패턴은 모든 경우에 유사한 것으로 나타났다. Equity consideration is important in formulation of policies relating to public expenditures on higher education. Nevertheless, no empirical study of the distributional effects of public subsidies to higher education has been done for the state of Illinois. There are a few studies for other states, but their results cannot be directly applied to Illinois because of the differences in fiscal and educational systems. Several methodological weaknesses of earlier studies also need to be remedied. This study has estimated the income distributive effects of public subsidies to undergraduate education in state universities and'community colleges in Illinois for the year 1989. The objective is to find out which income class receives more or less benefits relative to its tax contribution under the existing systems of taxes Andy higher education finance in illinois Suoh ,informa;tiion enables one to make some judgement about the public higher education system. Assuming that the magnitude costs equals the amount of state equity dimension of the of benefits as well as and local funds used as traditional tax and expenditure incidence 'analysis. The major finding of the study is that the existing system of public subsidization of undergraduate education in Illinois favors the lower and,middle income classes. Public subsidies contribute to redistributing income from higher-to lower- and middle-income families. The most significant transfer seems to occur from the highest-income class (with annual income cf over $60,000) to families with incomes of less than $40,000. Within.the latter group, families in the income range of $30,000 to $40,000 and families with incomes of less than $10,000 receive relatively larger amounts of net benefits. Such a pattern occurs because public undergraduate educataion is used,more by students from the low and middle income families than by students from the upper income families, but a relatively larger proportion of the cost of educational services is borne by the upper income families. The sensitivity of the results has been tested using alternative tax shifting and incidence assumptions. The distribution of net benefits without financial aid, and separate distributions of colleges have also been estimated. The general pattern of distribution of net benefits is similar in all cases.

The Property Tax Extension Limitation Law and school leadership: Experiences in Central Illinois

Forney, Keven Dean Illinois State University 2007 해외공개박사

The preponderance of research on the effects of the Property Tax Extension Limitation Law, or PTELL, focused on the 6 counties in northeast Illinois and employs a quantitative methodology. This study examined the impact of PTELL on the school districts in the adopter counties of Central Illinois as perceived by individuals who occupied leadership positions in both individual schools and school districts. This research was conducted in the form of a collective case study that involved 6 districts that are located in 5 PTELL adopter counties. The districts selected represented the types of school districts found in Central Illinois: unit, elementary, and high school districts. The study found that school leaders in most of the participating districts could not claim any negative effects at the present time that were attributable to PTELL. Possible explanations for this finding were different for each of the districts. The study also concluded that PTELL was not an answer to the continuing unhappiness of the people of Illinois with the property tax. The study made several recommendations for future research on the impact of PTELL in school districts in Central Illinois.

International students' educational experience in an American graduate school

Wang, Yan Illinois State University 2002 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The purpose of this study was to investigate the quality of the experience of international students enrolled in master's programs, based on identification and evaluation of aspects of the programs that were significant to their learning and development. The study was conducted at a Mid-western university. Through semi-structured interviews, the researcher sought the perspectives of 21 international graduate students and 7 program representatives. Other data sources included university and departmental policies. The researcher coded and analyzed the data collected. Findings include: (a) Nine aspects or dimensions of a master's program are identified as important to the learning and development of international students: shared goals of the program, structure and content of the curriculum, class organization, faculty, a diverse student body, graduate assistant work, material resources, department administration, and out-of-class activities; (b) The participants rate the overall quality of the master's programs mostly from medium to superior; (c) Most of the students indicate varying degrees of problems, difficulties, or concerns due to studying in the master's programs, and a formal support mechanism is not established in the departments. The study reveals an overall high-quality experience of graduate education. It also suggests that, although sharing common attributes, a high-quality master's program for American students is not necessarily of the same high quality in educating international students, during the process of which extra factors get played out. The study further suggests that enrolling international students has had no implications in individual departments or programs and students are held solely responsible for making adaptations. Some of the issues exposed in the study were discussed through the light of the dependency theory and a model of psychological acculturation.

Infusing HIV/AIDS issues into the baccalaureate curriculum: Faculty participation

Slayton, Deborah Lynne Illinois State University 2002 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Baccalaureate students are not prepared to address personal, occupational, and societal issues surrounding HIV/AIDS (e.g. diversity, prejudice, inequity, and social policy). Higher education must prepare citizens who will make rational and compassionate decisions about HIV/AIDS. Inclusion of HIV/AIDS in the curriculum provides a valuable lens to examine societal complexities. This qualitative study identifies factors that influence whether baccalaureate faculty members infuse HIV/AIDS issues into their courses. In response to the call of the Association of American Colleges and Universities to foster “a broader engagement with issues of HIV” in higher education, a grant was received to integrate HIV/AIDS issues into the curriculum at a private university. Sixteen faculty members in diverse disciplines (art, political science, sociology, mathematics, communications, etc.) integrated HIV/AIDS issues into a total of 33 sections of 20 unique courses, reaching 863 undergraduates. One year after the grant activity, a qualitative research study was conducted to determine (a) if faculty members had continued to infuse HIV/AIDS issues into courses and (b) what perceived benefits or barriers promoted or prevented that continued inclusion. One year after the end of the grant activity, 11 of the 12 faculty interviewed still included HIV/AIDS issues in their courses. Determinants that inhibited or facilitated continued inclusion included (a) relevance, integration, and fluidity to the subject matter; (b) perception of importance; (c) teaching benefits; (d) time and timing; (e) comfort; and (f) external influences. Faculty who continued inclusion of HIV/AIDS issues in courses cited the presence of at least 2 of the determinants. The faculty member who did not continue inclusion of HIV/AIDS issues into his courses cited the absence of 4 of the determinants. While the determinant of relevance, integration, and fluidity to course material received the most attention, it is the interplay and perceived weight of the determinants that is important.

Small-Town Living: Do Illinois Universities Understand the Rural College Student?

Dalmasso, Erik Andrew Illinois State University ProQuest Dissertations & 2020 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Rural students are confronted with unique challenges when considering postsecondary choices. According to McShane and Smarick (2018), scholarship on this overarching issue is limited, as it is “often shunted to specialized journals that have not been able to integrate findings into the broader education policy conversation” (p. 1). Rural students, and to a broader extent, rural education have little voice in the postsecondary pathways that have been created within higher education (Goldman, 2019). Recruitment of rural students, financial aid policy, remediation/developmental programming, state and federal postsecondary legislation have largely treated rural students in tandem with their urban and suburban peers, when research has shown many of their challenges to be fundamentally different (Tieken, 2016). This dissertation seeks to understand, through narrative historical analysis, how Illinois state higher education policy and structure, Federal higher education policy, state university purpose and state higher education legislation has helped or harmed a rural student’s ability to matriculate to a postsecondary future.

The Effects of Self-Regulated Strategy Development (SRSD) Instruction on Expository Reading Comprehension Among Students with Specific Learning Disabilities (SLD) and/or Emotional/Behavioral Disorders (E/BD) in a Self-Contained High School Science Classroom

Yang, Marta K Illinois State University ProQuest Dissertations & 2020 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The primary purpose of this intervention study was to investigate the effectiveness of the Self-Regulated Strategy Development (SRSD) framework on high school students’ summarization skills for science expository texts. The study replicated procedures from previous SRSD studies conducted with younger students (Mason, 2013; Saddler et al., 2017) and with adolescent males with emotional/behavioral disorders (E/BD) in residential settings (Ennis, 2016; Rogevich & Perin, 2008). In this study, the TWA (Think before, While, and After reading) reading strategy was combined with the SHORT writing strategy (State the topic in a sentence and reread; Hunt for your highlights; Organize the supporting details in your own words; Reread your graphic organizer–do you have all the parts? Top it off with a conclusion) and embedded in the SRSD framework. This study extends prior research by investigating the effectiveness of SRSD instruction with high school students diagnosed with E/BD and/or specific learning disabilities (SLD) in a special education biology class. A multiple probe across participants design (Ledford & Gast, 2018) evaluated the effects of SRSD instruction on the dependent variable, students’ comprehension of scientific expository text, measured through the percentage of summarization accuracy via a summarization rubric. Five public high school students in the Midwest U.S. region (four males and one female) participated and received instruction embedded in the SRSD framework for a total of 29 weeks across a single academic calendar year. Maintenance assessments 2, 4, and 6 weeks after the intervention ended revealed that all five participants maintained intervention effects above respective baseline performance levels at the end of Week 2 (M = 84.4%), Week 4 (M = 76.8%), and Week 6 (M = 71.0%) after exiting the intervention. Measurement of students’ generalization to on-grade-level science text, specifically, their abilities to summarize chapters in their biology textbook (Biggs et al., 2009) administered pre- and postintervention showed that all five students improved their postintervention scores on a textbook chapter summarization. Likert-type scale surveys measuring reading motivation, writing self-efficacy, and social validity revealed that participants’ writing self-efficacy and motivation toward reading increased. Moreover, results from a social validity survey indicated that participants viewed SRSD instruction favorably and were generally positive about their experience in learning and applying SRSD in a secondary-level science class. Implications of the findings and recommendations for future research and practice are included.

A Place to Grow: Examining Teachers’ Interactions in an Online Thirdspace

Belcher, Morgan Illinois State University ProQuest Dissertations & 2020 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This qualitative study investigated teachers’ participation in an online learning space. Nine participants including seven practicing teachers and two student teachers engaged in an online learning group via a secret group on Facebook. During the four months of participation, teachers collaborated through questions posed to the group, articles, infographics, videos shared from outside educational sources, book recommendations, and examples of classroom scenarios. The purpose of this study was to understand how an online collaborative thirdspace could provide novice and experienced teachers space to explore their beliefs and practices outside of their immediate educational contexts. This study is grounded in a social constructivist paradigm and employs action research within an online thirdspace. Pre- and post-study questionnaires, online posts, and post-study interviews were included in the data sources of this study. All data were first coded using an inductive approach including two cycles: descriptive and subcoding. Then online posts were coded deductively using the framework for understanding teaching and learning (Bransford, Darling-Hammond, et al., 2005) to understand what participants discussed in the online learning space. Findings demonstrate that engagement in the online space led to participants shifting practices. Findings also demonstrate the encouragement and cordial tone in the discussions within the online learning space may have interfered with deeper critical conversations. These findings suggest a need for the field to consider the discourse of conversations in school contexts and the possibilities of online professional learning contexts for educators outside of traditional experiences.