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Diverse 3rd Grade Non-School Activity Participation: Associations With Social Competence and Reading Performance
Title
Diverse 3rd Grade Non-School Activity Participation: Associations With Social Competence and Reading Performance.
Creator
Mahone, Robert, Hoffman, Bobby, Crevecoeur, Edwidge, Biraimah, Karen, Bai, Haiyan, University of Central Florida
Abstract / Description
This study examined indicators of 3rd Grade students' non-school activity participation (NSAP) for associations with measures of social competence and reading performance. The Early Childhood Longitudinal Study (ECLS-K), representative of a 1999 kindergarten cohort of more than 14,000 students was used. The study constructed social competence composites from responses provided by students, parents and teachers. Principal component analysis and iterative bivariate correlations were utilized to...
Show moreThis study examined indicators of 3rd Grade students' non-school activity participation (NSAP) for associations with measures of social competence and reading performance. The Early Childhood Longitudinal Study (ECLS-K), representative of a 1999 kindergarten cohort of more than 14,000 students was used. The study constructed social competence composites from responses provided by students, parents and teachers. Principal component analysis and iterative bivariate correlations were utilized to derive the most robust composite for use in tests of the main hypotheses of the study. Results confirmed prior research findings that social competence has strong positive associations with academic performance. Thereafter, the social competence composite and ECLS Reading IRT Scale Score were used as alternative outcome measures in the bivariate analyses and linear regressions on non-school activity participation (NSAP) and breadth of non-school activity participation (BNSAP) scores.Cluster and multiple regression analyses combined in the study and brought demographic and cognitive controls to bear on iterations of five distinct views of the independent variables. Results indicated that girls influenced the association strengths observed for NSAP, and boys seemed to drive the direction and strength of BNSAP associations. Although regression betas for total samples were nominal, when viewed by demographic cluster samples the values were appreciatively improved. The use of the cluster distinctions provided views of significant associations that were otherwise dissolved into nominal aggregates. The results of these analyses support the construct validity of applying the aggregate scoring metric of EAP research to NSAP. Regression results prompted a call for future inquiries into student self-selection.
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Date Issued
2011
Identifier
CFE0004132, ucf:49123
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004132
A DIALOGICAL APPROACH OF GROUP IDENTITY SALIENCE AND THE ACADEMIC COMPETENCE OF NONTRADITIONAL COLLEGE STUDENTS
Title
A DIALOGICAL APPROACH OF GROUP IDENTITY SALIENCE AND THE ACADEMIC COMPETENCE OF NONTRADITIONAL COLLEGE STUDENTS.
Creator
Thally, Robert, Wright, Ph.D., Chrysalis, University of Central Florida
Abstract / Description
As of 2007, approximately 73% of the 18 million college students in this country could be identified as nontraditional (Ross-Gordon, 2011). A key characteristic distinguishing this group from the traditional college student is the influence of multiple roles of the adult learner on the learning and engagement process (Keith, Byerly, Floerchinger, Pence, & Thornberg, 2006). Ross-Gordon remarks on some roles that may provide life experience, an asset to understanding theoretical constructs...
Show moreAs of 2007, approximately 73% of the 18 million college students in this country could be identified as nontraditional (Ross-Gordon, 2011). A key characteristic distinguishing this group from the traditional college student is the influence of multiple roles of the adult learner on the learning and engagement process (Keith, Byerly, Floerchinger, Pence, & Thornberg, 2006). Ross-Gordon remarks on some roles that may provide life experience, an asset to understanding theoretical constructs otherwise immaterial to younger, traditional learners. However, it is important to recognize the complex dynamic of conflicting roles as challenges to the academic competence of nontraditional college students. This research examined the vague definition of the nontraditional student and the factors that influence the learning and engagement processes. Through the lens of Hermans and Gieser's (2012) dialogical self-theory and higher education discourse, a novel examination of group role identity salience is proposed as a useful model for improving the educational and social realities of the adult learner.
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Date Issued
2013
Identifier
CFH0004345, ucf:44982
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004345
Community College Leadership: The Pathways, Competencies, and Preparation of Presidents and Chief Academic Officers
Title
Community College Leadership: The Pathways, Competencies, and Preparation of Presidents and Chief Academic Officers.
Creator
Minton, Richard, King, Kathy (Kathleen), Cox, Thomas, Marshall, Nancy, Witta, Eleanor, University of Central Florida
Abstract / Description
At the beginning of the new millennium, concerns were raised that a leadership crisis was soon to develop due to a high percentage of community college presidents and chief academic officers (CAOs) approaching retirement within the decade. With concerns that there would not be a sufficient number of leaders ready to assume these roles, the American Association of Community Colleges (AACC) developed a list of six competencies essential to community college leadership (AACC, 2005). The purpose...
Show moreAt the beginning of the new millennium, concerns were raised that a leadership crisis was soon to develop due to a high percentage of community college presidents and chief academic officers (CAOs) approaching retirement within the decade. With concerns that there would not be a sufficient number of leaders ready to assume these roles, the American Association of Community Colleges (AACC) developed a list of six competencies essential to community college leadership (AACC, 2005). The purpose of this study was to examine the pathways, competencies, and preparation of community college presidents and CAOs. Leaders in those positions at two-year colleges in eight southeastern states were surveyed in August-September 2017. Demographic data was collected to determine common career pathways and it was found that an overwhelming majority of current respondents earned doctorate degrees and that many of them had focused their advanced degrees in the areas of education and/or leadership. Approximately 84% of the leaders who responded expected to retire within 10 years of the study. Also, at least 50% of the presidents who responded followed an academic pathway to the presidency. Respondents were asked to rate the extent to which they agreed that the AACC competencies were essential to their leadership roles and the extent to which they agreed that they had been prepared for each competency prior to assuming their current roles. The results indicated high levels of agreement that all six competencies were essential; however, tests did reveal statistically significant differences between the levels of agreement, namely that one competency -- community college advocacy (-) had a lower level of agreement than the other five competencies. Respondents also indicated that they had been adequately prepared for each competency prior to assuming their current roles, with on-the-job experiences being the most common method of preparation for the competencies. A correlation analysis revealed that there was a positive relationship between the extent to which leaders agreed that the competencies were essential and the extent to which they agreed that they were prepared for the competencies. There were also no statistical differences between presidents and CAOs on the preparation ratings for each competency and there was only a difference in the essential ratings for the competency of collaboration. Recommendations for future practice based on the leadership frameworks of Bolman and Deal (2013) and Nevarez, Wood, and Penrose (2013) are provided, along with recommendations for higher educational leadership doctoral programs and future research regarding pathways, competencies, and preparation.
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Date Issued
2018
Identifier
CFE0007054, ucf:52014
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007054