The Politics of Maneuverability : Chinese-Soviet conflict and North Korea

Youn Haisu Connecticut University 1989 해외박사

Connecticut's public school superintendents and board of education chairs: A political cultural orientation and educational value preference perspective

Mignault, Brian Kenric, Sr University of Connecticut 2005 해외박사(DDOD)

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

Researchers have suggested that superintendents and boards of education need to form leadership teams to improve the educational process and increase student learning. The superintendent and board of education relationship is established through the interaction of individuals as they fulfill their specific job requirements. How individuals interpret their roles and responsibilities is influenced by their views on governance and their policy preferences, which are reflective of their political cultural orientations and educational value preferences. The purpose of the study was to research and compare the political cultural orientations (individualistic, moralistic, traditionalistic) and educational value preferences (choice, efficiency, equity, quality) of Connecticut's public school superintendents and board of education chairs. The study used a nonexperimental descriptive format. A random selection of 20 superintendents and 20 board of education chairs determined the population. Data collection relied on a structured interview format. Data analysis required coding, frequency counts, and thematic analysis. Connecticut's public school superintendents and board of education chairs were similar in an overall analysis of their political cultural orientations. The study identifies areas of agreement and disagreement between populations and also similar responses which reflected indecisiveness for a dominant orientation. Connecticut's public school superintendents and board of education chairs were similar in an overall analysis of their educational value preferences. The findings illustrate that there were similarities and similarities with individual differences where a majority value was identified. The findings reveal that there were similarities with individual differences and no majority value was identified. Educational value preference differences were also identified. The perceived roles and responsibilities of study participants were recognized. How individuals determined their role and responsibilities and if they were in agreement with their personal beliefs was also discussed. The findings from this study have implications for organizations and individuals interested in local educational governance. Superintendents, boards of education, board chairs, professional organizations, and educational institutions will benefit by developing a better understanding of the superintendent and board chair relationship by examining the similarities and differences in the political cultural orientations and educational value preferences of Connecticut's public school superintendents and board of education chairs.

Cognitive moral development of Connecticut public school principals as measured by Rest's Defining Issues Test

Slavinsky, Robert A University of Connecticut 2006 해외박사(DDOD)

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

The research involved with this study attempted to identify the levels of cognitive moral development of Connecticut's public school principals using the Defining Issues Test-2 (Rest & Narvaez, 1998) as its instrument of survey. An effort was made to distinguish between participants by gender, age, school management level, educational degree level, and political tendency. The study's purpose was to provide a baseline of information regarding the cognitive moral development of the state's building principals. The work of Goodland, Soder, and Siromik (1990) address a fundamental void in the ethical preparation of educators. The authors point to a critical lack of discourse regarding the moral dimensions of teaching in the current curricula associated with teaching. Additionally, a study of pre-service education students (Cummings, 2002) presented interesting data indicating the need for additional research that examines ethical behaviors and moral reasoning in prospective and practicing educators. A fundamental problem for educational leaders is the notion that there exists one set of ethics for one's private life and another set of ethics for one's professional, public life (Bull and McCarthy, 1995). A particular idiosyncrasy of their jobs is that, as public school officials, educational leaders have responsibilities that go beyond those of other citizens and are entrusted to enforce public values. Oftentimes, members of diverse groups regard terms like equal opportunity, intellectual honesty, and instructional effectiveness differently. Frequently, as a result, educational leaders misunderstand the role of their private values, and the supposed public values, in offering justification and interpretation for their initiatives. Instead, they find themselves embroiled in ethical controversy that threatens the moral dimensions of their professional responsibilities (Bull and McCarthy, 1995). Therefore, it was the hope of this study to gain some meaningful understanding of the status of ethical thinking among the current population of Connecticut's principals. A poor rate of return of responses to the survey, however, made it impossible to cast overarching conclusions regarding the general population of the state's public school principals. The study, therefore, restricted itself to a discussion and analysis of the survey's sample population and is without external validity or generalizability.

Efficiency in higher education: An analysis of the "traditional universities" in Chile

Maripani, Jose F University of Connecticut 2007 해외박사(DDOD)

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

The Chilean Higher education sector has experienced major reforms starting in 1980 during the military government, which led to a wide diversification in the type of institutions as well as rapid growth in the number of establishments. This growth in the number of universities has increased competition and thus the pressure for individual organizations to improve their performance. The universities that existed prior to these reforms were reorganized into 25 higher education institutions, a group that has come to be known as the "traditional universities". This group today includes 16 public and 9 private universities. The data comes from the Council of Presidents of Chilean Universities, the Chilean Education Ministry, the National Commission for Scientific and Technological Research and Superior Council of Education. These traditional universities now co-exist with a new group of private universities that has emerged since the 1980 reforms. There is a growing academic literature focusing on the efficiency analysis of higher education institutions. The objective of this dissertation, therefore, is to investigate the efficiency of the Chilean traditional universities using a panel data set covering this group of institutions from 1994 to 2004. The technology was modeled using input stochastic distance functions (ISDF) and stochastic cost frontiers (SCF). Estimates of technical efficiency (TE), cost efficiency (CE) and total factor productivity growth (TFPG) were obtained. The main results from both frontier analyses (ISDF and SCF) indicate that the translog is the more appropriate functional form, the inefficiency effects display a half-normal distribution, and TE and CE are both time-variant. The ISDF analysis reveals that the average level of TE for all universities and years is 86.4%, with a range from 82.0% to 90.2%, and TE improves over time. In addition, during the period 1994/2004 TFPG increased at an average annual rate of 0.54%. By contrast, the SCF analysis shows that the average level of CE for all universities and years is 71.2%, with a range from 78.6% (1994) to 63.4% (2004), and during the period 1994/2004 TFPG increased at an average annual rate of 0.72%.

Inclusion: Where have we been? Where are we going? And how will we get there?

Correnty, Jill Marie University of Connecticut 2005 해외박사(DDOD)

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

The agreement in the case known as "P. J. v. Connecticut" has far-reaching effects not only on students with intellectual disabilities, but for other students classified with severe disabilities who are also receiving their education in a more segregated environment. Districts throughout the state of Connecticut have had discussions around changing the way in which special education services are provided. Some districts have made the discussions a reality and others will now be forced to do so. The research has given us thick descriptions of past practices and what schooling or institutions in some cases have looked like for students with disabilities. It has also illustrated best practices of inclusion and what it takes to lead an inclusive school. This study explored how Brookside, a school identified as a "Spotlight School" for inclusive practices in the State of Connecticut, changed their delivery of services for students with disabilities from self-contained classes to an inclusive school in which these same students are educated in general education classrooms and have become integral members of the school community. Through a series of interviews with the Director of Pupil Personnel Services, the building Principal, a general educator, a special educator and a parent of a child who is disabled; the lived experiences were told and the findings were shared in portraits. The portraits told of the participants' experiences prior to coming to Brookside, their arrival to Brookside, and their struggles and triumphs while working in Brookside. Individually they gave their perceptions of who they believed the key players to be as well as what components are necessary in order for students with disabilities to join general education classes and ultimately experience success. A cross-case analysis was conducted which affirmed the eight factors presented by Gartner and Lipsky (1996, 2000); Thousand and Villa (n.d.); and the National Study of Inclusive Education (1994). Two additional factors not explored in the literature were revealed: School Community Involvement and Town Involvement. Implications for future practices were discussed as well as recommendations for a school about to embark on this endeavor.

Culturally responsive pre-service teacher development: A case study of the impact of community and school fieldwork

French, James Joss The University of Connecticut 2005 해외박사(DDOD)

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

Multicultural students have disproportionately underachieved in school, unchecked by traditional partnership school fieldwork experiences preparing future teachers. Teachers' development of multicultural competence is imperative for reversing achievement trends. Culturally responsive teaching (CRT) comprises what practitioners and researchers believe to be the best practices for teaching and learning. Part of the challenge to develop a culturally responsive teaching force becomes the responsibility of teacher education programs to find more comprehensive programs for pre-service teachers. A supported field experience constitutes the most emphatic experience before actual work in a classroom. Although useful in preparing prospective teachers in many areas, the strategy of placing pre-service teachers in partnership school settings has been criticized as being "not sufficient" for developing CRT traits. Community service learning fieldwork has been shown to fill the cultural gaps of school isolated fieldwork experiences. However, there is a lack of research examining the impact of school-community fieldwork on pre-service teachers' CRT. Assessing pre-service teachers' multicultural education knowledge and skills; attitudes, beliefs and expectations; and cultural awareness/racial identity, this study examined supported school-community fieldwork learning experiences to understand how these particular fieldwork strategies affect CRT development. The University of Connecticut's Neag School of Education provides partnership school-community supported fieldwork experiences within the priority Connecticut urban school district and community of Windham. These experiences are final full year internships for students who have completed student teaching and reflect the agendas of National Network for Educational Renewal, Holmes Partnership and service-learning programs. Data was collected for four participants enrolled in Windham internships using the (MECCA) Multicultural Education and Cultural Competency Assessment survey in conjunction with interview, observation, focus group, and journal writing. Through grounded theory analysis, case study narratives were provided on each participant's CRT development and program CRT development affect. Case study results suggested that fieldwork components had minimal affect on participants' CRT development. The manner in which participants pursued personal learning within their program inhibited their respective CRT development. Not successfully challenging participants to unlearn their approach, fieldwork program components reinforced the non-significant CRT growth trends demonstrated in case studies.

Factors that influence teachers certified as administrators to remain in teaching in Connecticut

Robinson, Janet Marie University of Connecticut 2006 해외박사(DDOD)

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

There is growing concern in education regarding the shortage of qualified candidates applying for school administrative positions. This shortage is coming at a time when there is increasing pressure to reform schools with emphasis on the role of the leader in impacting that reform. In spite of the shortage of applicants, there are a seemingly adequate number of educators possessing administrator certification in Connecticut. Yet, districts report an inadequate pool of qualified applicants for administrative openings. Recent surveys of current administrators cite inadequate salary in relation to role responsibilities and stress as the main deterrent for teachers who have administrative credentials choosing to not pursue administrator positions. The purpose of this study was to learn from the potential aspirants themselves their motives for the decision to pursue administrator positions or to return to the classroom. The uniqueness of this study lies in the attempt to understand, not only the external factors, such as salary, but also, the internal factors, such as, commitment to teaching, achievement motivation, and impact of career stage, from the perspective of the potential aspirant. For this qualitative study, eight newly certified administrators were interviewed that represent a sample that includes those who chose to remain in teaching and also those who are pursuing, or have obtained, an administrative position. Interview questions were open-ended questions developed to reflect the constructs of commitment to teaching, achievement motivation, and career stage. The responses serve to illuminate the influence of the constructs on the decisions of these two groups of potential aspirants. The results of this study indicate that job satisfaction impacts the commitment to teaching such that those with high job satisfaction remain in teaching. Monotony was a factor for those leaving teaching. Persuasion and encouragement, along with connectedness, strongly influence career goals, including the pursuit of administrative roles. The cohort model of administrator training was attributed with providing peer group connectedness.

The marches of David Wallis Reeves: Performance editions of three marches dedicated to Connecticut organizations

Chesebrough, James Cutler University of Connecticut 2005 해외박사(DDOD)

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

The marches of David Wallis Reeves (1838--1900) fill an historical gap between the works performed by Patrick Gilmore in the mid-nineteenth century and those written and performed by John Philip Sousa in the late-nineteenth and twentieth centuries. In 1916, it was Sousa who identified Reeves as "The Father of Band Music in America." This dissertation contains contemporary performance editions of three marches by D. W. Reeves, which accurately maintain the unique timbre and style of the originals. Each of the marches was dedicated to a Connecticut-based organization. As such, they may be of interest to bandsmen of that state, but they also provide an opportunity for musicians everywhere to rediscover pieces that are an important part of the wind band heritage. Colonel John R. Bourgeois, former commander of the United States Marine Corps Band, has noted a decline of the march genre on recent concert programs. He attributes this decline to a lack of carefully researched and accurate performance materials, a lack of variety in the marches programmed, and a lack of knowledge regarding march tempi, dynamics, and style. The full scores, biographical information, and harmonic and structural analyses contained in this dissertation provide material that fills the voids listed by Colonel Bourgeois. They also contribute to a revived respect for a composer who, according to Sousa, "...paved the way and laid down the principles for the rest of us to follow.".

Deaf students and scientists side-by-side: Self-efficacy and modeling in real-world earth science research

Jepson, Patricia Jane University of Connecticut 2006 해외박사(DDOD)

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

Deaf and hard of hearing students from five high schools were involved in an earth science project on geological faults. Variables of interest were self-efficacy in science and self-efficacy in career decision-making. The influence and characteristics of role models for deaf and hard of hearing students were also examined. Social cognitive career theory (Lent, Brown, & Hackett, 1994) was used as the theoretical base in this mixed method study. The fault curriculum unit was a collaborative project between Geosciences faculty at the University of Massachusetts and SOAR-High, an earth science program coordinated by the Clerc Center at Gallaudet University. Students participated in three interconnected learning components: (a) classroom experiments using a specially designed sandbox unit to model changes that take place in the earth's crust; (b) videoconferences with geoscientists; and (c) a five-day field trip where students, teachers, and scientists worked side-by-side in the field studying faults in Utah. Quantitative and qualitative data focused on science self-efficacy, career decision-making self-efficacy, and the influence of role models. Results suggested that active, student-centered learning activities had a positive impact on science self-efficacy and career decision making self-efficacy.

The relationship of critical thinking disposition and self-efficacy to work excitement among registered nurses in the practice setting

Glendon, Mary Ann DiTolla The University of Connecticut 2002 해외박사(DDOD)

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

Diminished economic resources and increased patient care responsibilities have dramatically altered the current environment of health care delivery. Some individuals have responded to the recent health care changes by becoming dissatisfied, demoralized, and ultimately leaving the practice setting. Others have continued to thrive professionally remaining excited and committed to their work. Nurses who have managed to maintain work excitement in these changing times may demonstrate attributes of critical thinking disposition and self-efficacy. This investigation examined the independent variables of critical thinking disposition and self-efficacy to determine to what extent and in what manner these two constructs influence variation in work excitement. Data for this investigation was collected from registered nurses practicing in an urban healthcare facility in Connecticut. A demographic survey and three research instruments, the California Critical Thinking Disposition Inventory, the General Perceived Self-Efficacy Scale, and the Work Excitement Survey were administered. A Pearson correlation-coefficient determined that a statistically significant relationship between the independent variables and work excitement existed. Multiple regression procedures determined that a combination of critical thinking skills and self-efficacy are more predictive of variance in work excitement than either critical thinking or self-efficacy examined individually. The results of this investigation suggest that critical thinking disposition and self-efficacy may play an important role in the experience of work excitement for nurses. Specifically, the results of the California Critical Thinking Disposition Inventory indicated that three sub-scale dispositions, Open-mindedness, Inquisitiveness and Confidence were significantly correlated with Work Excitement. When self-efficacy was entered into the model its influence outweighed that of critical thinking disposition. Work excitement may be an important measure of the quality of life in an organization that provides patient care. Fostering a positive learning environment and encouraging the pursuit of advanced education in nursing may enhance work excitement, and increase self-efficacy and creativity in practice. Supportive experiences for nurses throughout their education and careers can reinforce a sense of mastery and positively influence the practice experience thus supporting better patient outcomes.