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Publication A descriptive study of the career paths of NCAA Division 1-A and Division III athletic directors(University of Kansas, 1994-05-31) Witter, David ParryA descriptive study of 173 National Collegiate Athletic Association Divisions I-A and·III athletic directors was conducted to describe career paths. The subjects in the study included 47 Division I-A athletic direc- . tors and 126 Division III athletic directors. Each of the subjects completed the Athletic Director's Career Path Survey. Analysis of the collected data was descriptive. The results of this study indicated that Division I-A and Division III athletic directors share similar backgrounds and demographics and that the level of program they administer is relatively unaffected by professional development. Athletic directors at these two levels are predominantly white males, approximately 50 years of age, who had participated in high school athletics and played primarily football or basketball at the collegiate level. Further, the athletic directors completed undergraduate degrees in physical education and graduate degrees in physical education or educational administration. Additionally, the athletic directors had coached interscholastically and collegiately. Collegiately, the largest number had coached football.Publication Differential construct definitions of six change score models within a correlational research context(University of Kansas, 1988-05-31) Raeissi-Dehkordi, Pouran; Glasnapp, DouglasSix change score models were comparatively evaluated within the correlational research context. The models compared included raw change, corrections of raw change for unreliability in x, correction of raw change for unreliability in both x and y, a regression correction, the raw residual model, and the base-free measure of change. The data were simulated for nine different parameter conditions. The manipulated parameter values were reliability coefficient values for x, y and w where x and y were the components of change and w was an outside variable, relative variability of x and y, colinearity between x and y, and relative validity coefficients for x and y. A set of true and two sets of observed change scores (total of 18 models) were generated for 2000 cases under each condition. Correlations among scores between models within and across conditions were generated. A principal component analysis was used to investigate the commonality of the change score models regarding the construct definition of change when w was considered and when w was partialed from the change score models. The latter analysis investigated the possible differential impact of w on the construct definition of change. The findings revealed that model differences do exist between the change scores under most of the parameter conditions, particularly for $\sigma\sb{x} = \sigma\sb{y}$ where $\rho\sb{xy} < .50$ and $\sigma\sb{y} > \sigma\sb{x}$ where $\rho\sb{xy} = 0.75$ when $\rho \sb{xx\prime} \not= \rho\sb{yy\prime}$. Selected parameter conditions had differential impact on discrepancy models versus residual models. Discrepancy models were more susceptible to manipulations of x and y variability, while the base-free measure of change was most affected by different reliability levels and colinearity coefficients. Removal of w had differential impact on the change score models. The results of this study lead to a conclusion that change scores in the form of any of the models are not sufficiently stable across research conditions to provide confidence in their use. Those conditions most favorable to change scores are rare in practice and use of a single variable (y) will result in an equal amount of information.Publication WHAT REALLY HAPPENED IN THE NCLB ERA? A State-Level Analysis of Achievement as Influenced by Critical School and Non-school Factors(University of Kansas, 2019-12-31) Fouquet, Jeffrey Michael; Saatcioglu, Argun; Wolf-Wendel, Lisa; Skrtic, Thomas M; Twombly, Susan; Novak, JoeThis study analyzes the results of 4th grade reading and mathematics as well as critical school and non-school factors to determine what happened to student outcomes during the peak years of NCLB, 2003-2009. Converting each state’s reported percent proficient to a NAEP scale equivalent (NSE) using equipercentile linking has been done in numerous federally commissioned reports. Such a conversion enables comparisons of student performance across states and over time utilizing a standardized and stable metric. This study adds to the existing literature by examining how each NSE correlates to policy-relevant and reform-relevant school factors such as location (urban/rural), class size, and per pupil revenue in addition to critical non-school factors such as race, income, family structure, and parents’ level of education. Furthermore, using each NSE conversion’s relative error, or RE, these correlations are weighted down or up using the inverse of RE (1/RE) to determine the validity of the patterns being observed. In fourth grade mathematics, the NSE was negatively affected by percent African American, percent of poverty, and percent of urban and rural schools. In fourth grade reading, the NSE was negatively affected by percent African American, percent urban/rural schools, and class size. This study suggests that policies aimed at improving student outcomes have a deleterious impact on already disadvantaged students, and that policy decisions based on state-reported percent proficient have the unfortunate consequence of masking lower standards of learning for these same students.Publication An Examination of the Occupational Engagement of First-Generation College Students and the Predictive Nature of Career Courses(University of Kansas, 2019-12-31) Fox, Baden Joseph; Wolf-Wendel, Lisa E; Wolf-Wendel, Lisa E; Twombly, Susan; Roney, Marlesa; Ghosh, Arpita; Rury, JohnThe purpose of this study is to examine occupational engagement among first-generation as compared to continuing-generation college students who enrolled in different types of career courses at a single institution of higher education. In performing the study, the relationship between participation in these career courses and the occupational engagement of first-generation college students (FGCS) was analyzed. This was determined by reviewing the results of pre and post-test Occupational Engagement Scale – Student (OES-S) scores that were completed by student participants in college career courses at the University of Kansas, a large public institution in the Midwest. The occupational engagement of FGCS was examined controlling for gender, race/ethnicity, and college grade level (e.g. sophomore, junior). A total of 958 pre and post-test OES-S scores were analyzed. These came from five different career courses over the span of five terms (spring 2017, summer 2017, fall 2017, spring 2018, and summer 2018). The study found no significant difference in OES-S scores between first-generation and continuing-generation students. The study did find a relationship between increased grade level and increased OES-S scores. The study found a significant difference (increase) between pre and post-test OES-S scores for each of the course for all students participating. This demonstrates the positive value of these career courses in improving the occupational engagement of students. However, only two of the courses showed significantly improved OES-S scores for first-generation students specifically. Controlling for first-generation status, gender, grade level, and race/ethnicity, no career course showed a significant relationship between the difference between pre and post-test OES-S scores and the predictor variables.Publication A Study of Community Cohesion’s Impact on School Board Cohesion(University of Kansas, 2019-12-31) Linnell, Jacob Steven; Saatcioglu, Argun; Perbeck, Deborah; DeLuca, Thomas A; Parker, Eugene; Cheatham, GregMuch of the current literature on school boards addresses the board’s dysfunctions in different areas such as being over-bureaucratic, pandering to special interest groups, micro-managing, focusing on business instead of education, and being too political. However, with each of these failures there is a gap in the literature. The literature, in each occasion, addresses the dysfunction without accounting for the impacts community level factors have on school boards. This study seeks to fill the gap in the literature that exists and address the degree to which the community has an influence on the school board. By utilizing economic and political perspectives on community dysfunctions as the underpinnings of board dysfunction, this study will show the element that the current literature is missing. This is important to do because examining such dynamics as board failure without understanding contextual elements of the community would be ineffective in understanding why the board fails.Publication The Impact of Parental Involvement on College Student Outcomes(University of Kansas, 2019-12-31) Mulcahy, Sean; Wolf-Wendel, Lisa; Twombly, Susan; Parker, Eugene; Roney, Marlesa; Kingston, NealThere is growing concern that student development may be hindered by the current level of parental involvement experienced by college students (Cullaty, 2011; Pizzolato & Hicklen, 2011; Taub, 2008). To gain insight into this concern, this study sought to examine the relationship between the parental involvement of college students and their development of self-authorship. Specifically, this study attempted to quantitatively analyze the relationship between parental involvement and the development of self-authorship for a sample of traditional aged college students at a small liberal arts college in the Midwest. This analysis was attempted using the Self-Authorship portion of the Career Decision Making Survey (CDMS-SA), which displayed preliminary evidence as a reliable and valid measure of self-authorship (Creamer, Baxter Magolda, & Yue, 2010). The data obtained through the use of CDMS-SA in this study did not display acceptable reliability and thus this study was unable to answer the original research question. Due to the rich data obtained on the parental involvement of the college student participants in this study, however, a Post Hoc analysis examined the relationship between parental involvement and college student grade point average (GPA). This analysis included the following parental involvement variables: 1) level of parental involvement, 2) autonomy-supportive parenting, 3) parental warmth, 4) helicopter parenting, 5) the specificity of the parent involved, and 6) the identification of who initiated (parent, student, or equal) the parental involvement. The results of a hierarchical regression analysis found that a student’s year in school, their gender, their mother’s involvement, student initiated parental involvement, their overall parental involvement, and their assessment of parental warmth were all statistically significant predictors of a GPA.Publication A Descriptive Study of Undergraduate Mentoring at a Mid-Western Research University(University of Kansas, 2019-12-31) Trana, Paul; Twombly, Susan; Wolf-Wendel, Lisa; Roney, Marlesa; Foste, Zak; Hansen, DavidThis study explored undergraduate mentoring programs at a mid-western research university. The purpose of this study was to describe mentoring programs and to gain a better understanding of how mentoring is defined and implemented by program administrators. The sample for this study consisted of administrators of mentoring programs at a mid-western research university, who were interviewed about how they define mentoring. Specifically, the study used qualitative research methods to address research questions related to the definition of mentoring, the components of each program, how mentoring programs were evaluated, and any recommendations administrators had. Results showed that the definition of mentoring is vague among administrators of mentoring programs, the quality and quantity of components such as office support staff and funds for food are important, objectives are important in guiding which population of students each program’s mentors serve, and everything in a mentoring program should be focused on building close relationships between mentors (faculty or peer) and students. Online platforms such as PeopleGrove and BrazenCareers have become more popular and prevalent among administrators of mentoring programs. While not able to fully replace long-term, in-depth relationships between a mentor and student, platforms offer efficient tools to match potential mentors with students and convenient ways of communicating electronically, like video chat features. Such tools allow programs to save time and to focus on crucial components such as face-to-face meetings, seminars, conferences, etc. In the future administrators of mentoring programs should use a combination of new, time-saving, technologies and traditional, time-intensive, practices for building relationships between mentors and students.Publication Reading Instructional Strategies and Student Achievement: An Analysis of Saudi PIRLS-2016 Data(University of Kansas, 2019-12-31) Alghamdi, Salihah Saad; Bradley, Barbara; Frey,, Bruce; Song,, KwangokThis study explores the relationship between reading instructional strategies and student achievement scores. Specifically, the study investigates the impact of 1) reading aloud to students, 2) asking students to read aloud, 3) asking students to read silently on their own, 4) teaching students strategies for decoding sounds and words, 5) teaching students new vocabulary systematically, 6) teaching students how to summarize the main idea, and 7) teaching or modeling skimming or scanning strategies for Saudi fourth grade students’ reading achievement. Data were obtained from PIRLS-2016 of Saudi 4th-grade students and their teachers. Applying multiple linear regressions, the study found that only two of these seven strategies were statistically significant; reading aloud to students and teaching students new vocabulary systematically. Interestingly, reading aloud to students was negatively and significantly associated with their reading achievement scores. Several implications for policymakers and practitioners as well as future research were discussed.Publication Examining Collegiate Athletes’ Psychological Resilience to Their Rehabilitation Beliefs, Effectiveness and Adherence Processes(University of Kansas, 2019-08-31) Sanni, Zainab; Fry, Mary D; Phillips, Darrell; Walden, Joe; Fry, Andrew CInjury is a commonly experienced competitive stressor collegiate athletes encounter in their athletic careers. many athletes are able to overcome their injury by following a rehabilitation program prescribed to them by either their athletic trainer, doctor, or physical therapist, but the effectiveness of their rehab can be variable. Psychological resilience may be one factor that is positively associated with athletes’ optimal recovery from injury. The purpose of this study was to examine the relationship between collegiate athletes’ perceptions of their resilience after sustaining a significant injury to their rehabilitation beliefs, rehabilitation adherence, and rehabilitation effectiveness. Collegiate athletes (N= 63; 37 females & 24 males; Mage = 21 years) who had undergone an injury (in the previous two years) that prevented their participation in their sport for a minimum of three weeks completed the Connor-Davidson Resilience Scale (CD-RISC; 2003), the Sports Injury Rehabilitation Beliefs Survey (SIRBS; Taylor & May, 1996), the Rehabilitation Adherence Survey (Sanni & Fry, 2019), and the Rehabilitation Effectiveness Survey (Sanni & Fry, 2019). Bivariate correlations revealed a positive and significant relationship between resilience and athletes’ beliefs about their successful ability to rehab (treatment and self-efficacy, and susceptibility) as well as their perceptions of the overall effectiveness of their rehab programs. The findings highlight the key role that resilience may play in helping athletes maximize their recovery from injury.Publication Classifying Saudi Students' Second Language Learning Strategies.(University of Kansas, 2019-08-31) Alshehri, Abduljabbar; Markham, Paul L; Frey, Bruce; Peter, LIZETTE A; Bradley, Barbara; Rice, SUZANNEThe purpose of this study was to explore the issue of strategies’ classification with the Strategy Inventory for Language Learning (Oxford, 1990) to determine whether these strategies contribute to the proposed classification through confirmatory factor analysis. The investigation explored how each item loaded to the latent construct of various classification strategies in order to assist second language teachers and researchers for the purpose of facilitating second language acquisition. Moreover, this study was the first to explore and classify Saudi students’ second language learning strategies and thus, offers a unique contribution to the literature. The results revealed that Saudi Students made moderate use of strategies as classified by Oxford (1990) in Model.6, which classified strategies into six categories; Memory, Cognitive, Compensation, Metacognitive, social, and Affective strategies. However, Saudi students were not consistent in their use of other classification strategies as proposed by Oxford in seven other models. Therefore, language teachers and researchers should be cautious about using it and drawing conclusions based on its outcomes.Publication Reading Visual Texts as a Community of Readers: Developing Historical Thinking Skills Among Adolescents Using Historical Photographs(University of Kansas, 2019-08-31) Fleck, Duane G; O’Brien, Joseph E; Barry, Arlene L; DeLuca, Thomas A; Hallman, Heidi L; Song, KwangokThe purpose of this qualitative study was to explore the ways 9th grade students analyzed historical photographs and shared authority over the interpretation of those images. Students are seen as “digital natives” (Prensky, 2001); but most students are not visually literate and are left with the crucial task of making sense of visual sources on their own. There is limited research on student ability to read and interpret historical visual images. As suggested by Werner (2002), agency to read visual texts emerges when students have the capacities to read and interpret visual texts and share authority over meaning making. Data collection consisted of semi-structured interviews, analyses of student annotated visual texts and other documents, video recorded observations, as well as student audio blog reflections. Data obtained in this study addressed the following questions: How do 9th grade U.S. history students build the capacities to read and interpret historical photographs using the heuristics of sourcing, contextualization, and corroboration? How is shared authority demonstrated when a group of 9th grade U.S. history students have multiple opportunities to read and interpret historical photographs? The results of this study suggest that the participants’ continuous reading and subsequent analysis of visual texts was an ongoing, scaffolded, iterative process, one intertwined with a growing understanding of and ability to use heuristics to interpret historical photographs. Asking factual questions made composing complex conceptual questions possible. Conceptual questioning, and to a lesser extent factual questioning, reflects a student’s emerging ability to interpret visual evidence, frame theories, and think like a historian. As students become more proficient questioning and using the three heuristics of sourcing, contextualization, and corroboration, the authority over meaning making may shift to the students. As a result, students learned to control overly imaginative thinking, to rely on themselves to make meaning and to trust their own interpretations. Findings indicate that agency emerges through an iterative process as students ask conceptual questions, solve problems, and intuitively read visual texts with more authority to make meaning for themselves and for their peers.Publication WHAT DO SOCIAL AND EMOTIONAL LEARNING RESULTS MEAN FROM A TEACHER’S PERSPECTIVE?(University of Kansas, 2019-08-31) Greeson, Lori Ann; Saatcioglu, Argun; Perbeck, Deborah D.; DeLuca, Thomas A.; Parker, Eugene; Skrtic, TomAbstract The purpose of this study is to give more meaning to SEL survey scores from a teacher’s perspective. SEL programs rely on assessing students’ social and emotional competences using self-evaluation. However, self-evaluations may be inaccurate and misleading. When individuals rate themselves regarding their own behavior, participants may answer falsely on a rating scale. The research question of this paper is what do SEL post survey scores mean from a teacher’s perspective? Fifteen middle school students were selected. Thirty teacher surveys and 29 teacher interviews were completed in order gather contextual information and background knowledge regarding the students’ SEL competencies. Several common themes emerged through teacher interviews. Students who improved their posttest survey scores after the implementation of the SEL intervention were described as perfectionist, they internalized their emotions, had low confidence, and had supportive parents. Students who remained constant before and after the SEL intervention demonstrated low confidence. Students who regressed following the SEL intervention demonstrated either high or low confidence and also lacked parent support. Keywords: Social and Emotional learning, SEL, parent support, self-evaluationPublication Engaging with Vocabulary: Understanding the Alignment of Teacher Beliefs and Instructional Practices in Classrooms Serving Students from Low SES Homes(University of Kansas, 2019-08-31) Olson, Haley Marie; Bradley, Barbara A; Barry, Arlene; Hallman, Heidi; Jorgensen, Karen; Niiliksela, ChristopherThis qualitative study investigates the beliefs about vocabulary instruction of teachers serving students from low socio-economic status (SES) homes, and explores the alignment of teachers’ beliefs with their current vocabulary instruction, as well as research-based effective vocabulary instruction. Data was collected from two kindergarten teachers and two first grade teachers. Data collected included two semi-structured interviews, field notes, and video-taped classroom observations. Informed by socio-cultural theory, several themes emerged about teachers’ beliefs about vocabulary instruction. Teachers: (a) view themselves as responsible for students’ levels of literacy proficiency including their vocabulary knowledge, (b) recognize that vocabulary instruction adds to their students’ overall reading proficiency level, (c) believe there are competing district expectations which keep them from focusing on vocabulary instruction as much as they would like, (d) desire more district input (e.g.,. professional development, in-service activities) on vocabulary instruction and how to more seamlessly incorporate it into literacy instruction, as well as other subject areas; and (e) have experienced some success in teaching vocabulary in their classroom. Further, teachers desire more ways to increase their student’s vocabulary proficiency and they recommend that schools do more to share the research behind vocabulary instruction and how it is incorporated within the current literacy curriculum the district is utilizing. Implications include ways to support vocabulary instruction in the classroom and at the district level, and provides guidance for teachers on how to implement research-based vocabulary practices into existing literacy curriculum.Publication Advising Students Toward Successful Opportunities in Mathematics Courses(University of Kansas, 2019-08-31) Urban, Ashley Lynette; Twombly, Susan; Wolf-Wendel, Lisa; Parker, Eugene; Roney, Marlesa; Gavosto, Estela ACollege algebra continues to cause a barrier for students seeking a college education. Many institutions require students who are less academically prepared to enroll in a remedial course before entering college algebra. This process is costly and time prohibitive to students; adding financial burden to the already present academic barrier that is college algebra. In order to alleviate the college algebra barrier, one public research university in the Midwest has implemented an Enhanced Math course. This course allows more students who previously did not meet the qualifications to enter college algebra to directly enroll into a supplementary course requiring less hours and time to complete the college algebra requirements necessary for a Bachelor’s degree. The enhanced course integrates cooperative learning, time on task and self-regulation into a workshop format guided by student learning outcomes. In order to ensure that eligible students enroll into the enhanced course, the focus of this study is to better understand how advisors talk to students about Enhanced Math and other math courses at the institution. Advisors make enrollment recommendations to students as they enroll. After speaking to an advisor, students are able to make their own selections for mathematics courses; the Enhanced Math course is just one of the choices students make as they enroll. In this study, a qualitative research approach was used to interview advisors about how they discuss math course selection with students. Data was analyzed and categorized by subject. The study revealed that inconsistencies exist regarding how advisors understand the Enhanced Math course and how they describe it to students. Additional findings revealed that some departments represented in the study have alternative course offerings in place of college algebra; in some cases, algebra is not recommended by advisors. Based on these findings, implications are discussed and recommendations are made to improve the lines of communication between advisors and the mathematics department.Publication Improving the Evaluation of Summer Interventions: How Testing Intervals Affect Summer Learning Loss Measurements(University of Kansas, 2019-08-31) Walker, Bryan; Rury, John; Saatcioglu, Argun; DeLuca, Thomas; Donovan, Brian; Kim, ChangHwanThis study considered how the timing of assessments affects summer learning loss estimates and the evaluation of interventions designed to reduce summer learning loss. By utilizing an efficient assessment called reading curriculum-based measurement (R-CBM), measurements of seasonal learning were calculated with a minimized school influence schedule that compressed out as much school time from the summer vacation period as possible to compare with a more traditional schedule. Measuring based on the minimized school influence schedule resulted in summer learning loss of 17.370 words per minute compared to learning loss 5.564 words per minute. Based on these measurements, summer learning loss was underestimated by 219%. The study also revealed that controlling for testing interval by including the testing dates does not completely account for this underestimation because the learning growth rate at the end of the year is significantly greater than the rest of the school year. The growth rate at the beginning of the year was not significantly different than the rest of the year but this may be because of the tendency of teachers to focus on relationship building and classroom management at the beginning of the year. Follow-up interviews with teacher showed the increased growth rate at the end of the year possibly occur because teachers meaningfully change instruction to maintain the attention of their students as the school year end approaches. This study also considered if the patterns in the data support the findings of previous research of a compensatory effect of schools. The results show children on free/reduced lunch learn at a slower rate than children not on free/reduced lunch during the school year, but then the growth rates are similar during the summer. The effectiveness of Summer Boost, a learning loss intervention, were also considered. While utilizing the minimized school influence model improved the outlook for Summer Boost, the resulting gains were not statistically significant. However, this result may be because of a small sample size (the treatment group included 68 students) rather than the quality of the program.Publication Student Perceptions Towards Mandated Assessments(University of Kansas, 2019-05-31) Woolever, Jennifer; Ginsberg, Rick; Saatcioglu, Argun; DeLuca, Thomas A; Ng, Jennifer; Thomas, Kelli RThis study examined student perceptions towards testing mandates. The specific purpose was to gain an understanding into the perceptions students have towards testing mandates and determine their perceived value in the areas of (1) Improvement, (2) External Attribution, (3) Affective Benefits, and (4) Irrelevance. In analyzing the perceptions of students, this study also focused on particular demographics that were identified in the literature as significant predictors of student performance (i.e. gender, race/ethnicity, primary language, parent education, GPA and plans after high school) to determine if these variables not only affect student performance, but also perceptions towards mandated tests. This study investigated 360 ninth and tenth grade students from five high schools within one suburban school district. A demographic questionnaire, Brown’s student conceptions of assessment survey (SCoA-VI), and three open-ended response questions were utilized in the study. The findings showed 9th and 10th grade students disagreed about the importance these testing mandates had towards their “Improvement”, “External Attribution” and “Affective Benefits”. High school students agreed mandated assessments were irrelevant. In addition to the SCoA-VI and open-ended question, certain demographic characteristics were found to influence student perceptions towards mandated assessments. Females were more likely to view the assessments as unfair, ignored, not enjoyable or helpful and not a good measure for the quality of the school and/or their future employment when compared to male students. English speaking students were more likely to view mandated assessments as irrelevant when compared to other languages examined. Also, white students, those planning to attend college or technical training, and those with higher levels of parent/guardian education tended to disagree that mandated assessments were enjoyable and/or helpful to classmates. In conclusion, students had a dislike for testing mandates. Despite the negative feelings, students offered insights and suggestions for creating a more conducive measure that is relevant, reliable and offers opportunities for improvement.Publication Exploring student-athlete support services at two NCAA Division I universities(University of Kansas, 2019-05-31) Ishaq, Farah Jiries; Bass, Jordan; Gordon, Brian; Emerson, Dawn; Parker, Eugene; Ng, Jennifer; Roney, MarlesaThe purpose of this study was to utilize an exploratory research design to help identify current student-athlete support services educational programs at two NCAA Division I institutions. The researcher considered the overall student-athlete experience by identifying and describing what resources student athlete support services provide, how student-athletes are or are not utilizing these services and applying high impact educational practices to these services. It is clear that just within a single division, overall athletic spending and funding can drastically vary across institutions. This overall discrepancy helped establish a cause for concern in the overall resources and educational programming received by Division I student-athletes. Two NCAA Division I institutions were studied using 24 semi-structured interviews with student-athletes and administrators and presented several themes including: (1) the utilization of structured programming as a driving force to student-athlete support services, (2) the student-athlete perspective on available support services and benefits, (3) the student-athlete barriers to utilizing student-athlete support services, (4) the student-athlete/athletics split campus “bubble” and (5) the implementation of high impact educational practices. The researcher also explore what services are missing and how they could be implemented in the intercollegiate athletics setting moving forward. The results presented are likely of importance to college administrators interested in understanding how to develop meaningful student-athlete support services directly related to high impact educational practices, while supporting student-athlete interests and constraints. For example, administrators can learn to establish programming for their students on campus and create a comfortable climate and connection between athletics student-athlete support services and on-campus resources while striving for positive outcomes in academic progress rates (APR), graduation success rates (GSR), and grade point averages (GPA).Publication Gatekeeping in educational administration hiring decisions: A resume audit study(University of Kansas, 2020-12-31) Merriweather, Katherine Anne; Saatcioglu, Argun; DeLuca, Thomas; Perbeck, Deborah; Mann, Bryan; Frey, BruceThis dissertation examines gatekeeping in educational administration hiring decisions. I conducted a resume audit study with educational administrators from Kansas to understand gender biases in hiring decisions for administrative roles. This study found evidence of gatekeeping that favored men from subjective evaluation of candidate hireability based on resume name when controlling for resume contents. These findings suggest gatekeeping is occurring in educational administration hiring decisions which contributes to sex stratification for valued executive-level careers in education.Publication The design and application of a decision-making schema concerning implementation of computer-assisted instruction in baccalaureate schools of nursing(University of Kansas, 1981-05-31) Brose, Carolyn HerringtonA review of the literature concerning the reported applications of CAI in nursing reveals that use of a cybernetic systems model for decision-making is strikingly absent. Sporadic, partial development of computer-related curriculum by one faculty member or a small group of faculty without overall program coordination has been the rule rather than the exception. A need exists to develop a decision-making model or schema to facilitate optimal decisions concerning program-wide applications of CAI in schools of nursing. This need is enhanced by the newness of computer technology in nursing education. Few nurse educators have expertise in this area; therefore, few are even aware of questions which should be asked or the potential array of options which are available.Publication The design and application of a decision-making process for identification of critical curricular variables which affect optimal application of CAI in a baccalaureate school of nursing(University of Kansas, 1981-05-31) Edison, Carolyn CollierThere is a need for a model which will guide nursing educators in making decisions about the critical curricular variables involved in the implementation of computer-assisted instruction. Effective decision makers "• • • make decisions as a systematic process.with clearly defined elements and in a distinct sequence of steps" (Drucker, 1967, p. 113). A well-designed instructional model should help a faculty make good decisions about implementing computer-assisted instruction in a baccalaureate school of nursing. The purpose of the study was to develop an instructional model for affecting optimal application of computer-assisted instruction in a baccalaureate school of nursing. A possible model was then developed and an example of its application is included.