Mountain Scholar :: Browsing by Author "Gloeckner, Gene W., committee member"

Browsing by Author "Gloeckner, Gene W., committee member"

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Open Access
Adelante! From high school to higher education: an analysis of the academic success and persistence of Hispanic students through an expectancy-value framework
(Colorado State University. Libraries, 2016) Martinez, Veronica G., author; De Miranda, Michael A., advisor; Carlson, Laurie A., committee member; Chavez, Ernest L., committee member; Gloeckner, Gene W., committee member
The purpose of this study was to examine relationships between student pre-college academic perceptions with first-year in college academic experiences, specifically in the areas of academic self-efficacy, academic perseverance, and academic engagement, to identify predictors for academic success and persistence in college of Hispanic students. An abbreviated version of the expectancy-value model was utilized as the framework for this study. The guiding question for this study was: Do pre-college experiences and beliefs (expectancies for success) as well as academic engagement (subjective task values) contribute to the academic success (achievement related performance) and persistence to second year (achievement related choice) for first-year Hispanic students? The study sample (n = 271) included students at a public Hispanic-serving institution who completed both the BCSSE and NSSE surveys in the given years of the study. Findings identified several variables as predictors of achievement-related performance and choice. The variables identified for achievement-related performance (academic success) were writing skills, speaking skills, quantitative skills, participation in class discussions, finishing tasks, gender and type of school attended. The variables identified for achievement-related choice (persistence) were writing skills and quantitative skills. Additionally, significant differences were identified by gender for academic self-efficacy and by generation-status and by type of school attended for academic engagement.
Open Access
An investigation into the relationship between project managers' ambiguity tolerance and preferred project dimensions in healthcare: a quantitative exploratory study
(Colorado State University. Libraries, 2020) Sullivan, Joanne Michelle, author; Folkestad, James E., advisor; Gloeckner, Gene W., committee member; Glick, Scott A., committee member; Timpson, William M., committee member
With the advent of healthcare legislation beginning in 1996, information technology projects associated with the implementation of these regulatory projects were found to have ambiguous requirements, novel organizational relationships, and complex technology, requiring completion within stringent deadlines. Ambiguity tolerance is an emotional and perceptual personality variable (Frenkel-Brunswik, 1948) that reacts differently based on the situation including novel, complex, insoluble stimuli (Budner, 1962) and individuals may be attracted to or have an aversion of these stimuli (McLain, 1993). Healthcare project manager personality characteristics can be a critical success factor in the implementation of information technology projects. Performance resulting from ambiguity tolerance levels and preferred project dimensions, could contribute to the success or non-success of a project. Based on project manager to project (PM-P) fit theory (Malach-Pins et al., 2009), the purpose of this investigation was to test for a relationship between healthcare project managers' ambiguity tolerance (AT) levels and preferred project dimensions based on novelty, technology, and complexity (NTC). It was hypothesized that high AT would correlate to high levels of preferred project dimensions (NTC) and low AT would correlate to low levels of preferred project dimensions (NTC) and the results supported this hypothesis. Other variables tested, (such as years of experience and education level) along with others were not found to be predictor or moderator variables for AT or NTC. A quantitative, self-report measure was created using several demographic questions, McLain's (2009) MSTAT-II ambiguity tolerance measure, and Shenhar and Dvir's (2007) NTCP diamond framework model for preferred project dimensions. This study further extends project manager to project (PM-P) fit theory when a strong positive correlation was found, and possibly for the first time uses Shenhar and Dvir's (2007) NTCP (novelty, technology, complexity, and pace) diamond framework model as a quantitative measure. To increase the reliability coefficient for this measure to .78, the dimension of "pace" was withdrawn. A strong positive correlation with a large effect size (Morgan, G. A., Leech, N. L., Gloeckner, G. W., & Barrett, K. C., 2007, p. 94), was found for AT and NTC, r (22) = .49; p = .02 when p was found to be less than .05.
Open Access
Assessing dispositions in pre-service teachers: does setting or experience affect dispositions? A mixed-methods study
(Colorado State University. Libraries, 2010) Frederiksen, Heidi Lynne, author; Cooner, Donna D. (Donna Danell), advisor; Coke, Pamela K., committee member; Gloeckner, Gene W., committee member; Lucero, Rodrick S., committee member
The purpose of this study was to determine whether there was a significant difference between the perceived dispositions in pre-service teachers in urban settings versus non-urban settings. It was also the intent of this study to describe the change in perceived dispositions throughout pre-service teachers' internship experiences. Graduate students (N=44) from a teacher education program participated by providing responses to surveys, reflections, and focus groups. Final Assessment (FA) grades were also gathered to validate responses. The nature of self-reported data requires this study to collect both quantitative and qualitative data so that pre-service teachers' responses can be validated with their experience, which influenced the decision to employ a mixed-methods design for this study. A triangulation mixed methods design (QUANT + QUAL) was used. The quantitative analysis used a non-experimental comparative approach. Inductive within deductive coding was used to analyze the journal responses and focus groups. Template analysis (King, 2004) used pre-established codes based on the 10 INTASC Principles and Dispositions Indicators (1992). Themes also emerged inductively and were identified throughout the coding process. Data were analyzed based on time of response (fall and spring), internship setting (urban or non-urban), and instructional setting (urban or non-urban). No statistically significant changes in dispositions were found between urban and non-urban internship settings. However, differences were found in the qualitative results when instructional settings were analyzed. The urban setting participants showed preferences for Principles 2: Child Development and Learning Theory, 3: Learning Styles and Diversity and 5: Motivation and Behavior, while the non-urban setting preferred Principles 3: Learning Styles and Diversity and 4: Instructional Strategies and Problem Solving. Principle 10: Interpersonal Relationships showed equal preference among participants in both instructional and internship settings. Seven out of the ten INTASC Principles showed significant differences over time; five showed decreases in response, while two showed increases. The following principles showed changes: Principle 4: Instructional Strategies and Problem Solving increased over time, Principle 9: Professional Growth and Reflection also showed an increase, and Principle 7: Planning for Instruction decreased. Results from this study will provide policy recommendations for teacher licensing programs on reporting to accreditation agencies and determining what programmatic components help to develop desired dispositions in pre-service teachers.
Open Access
Campus employment as a high-impact practice: relationship to academic success and persistence of first-generation college students
(Colorado State University. Libraries, 2016) Savoca, Marianna, author; Feller, Richard, advisor; Peila-Shuster, Jacqueline J., advisor; Gloeckner, Gene W., committee member; Vigil, Patricia, committee member
The double burden of spiraling costs and limited financial aid has prompted more college students to work more hours than ever. Yet, working more hours can be detrimental to students’ academic success and persistence, and first-generation college students are at even higher risk. While institutions cannot control off campus employment students choose, they do have opportunity to influence the content of jobs on campus. Campus jobs purposefully designed to provide a high-impact experience for students could potentially mitigate risk. The purpose of this study was to investigate how campus employment impacts academic success and persistence of first-generation college students, and compare differences in academic success and persistence of first-generation college students whose campus jobs were configured as high-impact practices with first-generation college students whose campus jobs were not, and make recommendations for practitioners. Archival datasets were collected from two institutions with a selection of campus jobs configured as high impact practices. The final sample included 1413 records of sophomores who had entered college as first-time, full-time freshmen, and worked on campus during their sophomore year. Regression analyses and factorial ANOVA were used to analyze the data. Results supported much of what has been shown in the literature about first-generation college students: they receive Pell, work more hours, earn lower GPAs and persist at lower rates. Results with respect to campus employment were inconclusive: type of campus job was not shown to be a significant individual predictor of either success measure, GPA or persistence. Yet, a statistically significant interaction of first-generation student status and type of campus job was found. While caution is recommended in interpreting such results, this interaction may stimulate different thinking for practitioners and researchers alike. Practitioners might consider the extent to which they could structure their campus jobs to include elements of high-impact practices; researchers may be encouraged to design studies of high-impact campus jobs and the extent to which they provide support for first-generation college students.
Open Access
Developing a brief integrative biopsychosocial screening instrument to investigate influences of alcohol abuse and dependence in college age students: a mixed research study
(Colorado State University. Libraries, 2011) Rein, Marty Jay, author; Carlson, Laurie A., advisor; Matheson, Jennifer Lynne, committee member; Gloeckner, Gene W., committee member; MacQuiddy, Susan L., committee member
The purpose of this mixed-methods study was to develop a reliable, valid, and clinically useful brief integrative biopsychosocial screening instrument to investigate influences of alcohol abuse and dependence in college age students. The Rein-Brief Integrative Biopsychosocial Screening Instrument (R-BIBSI) is a 30-item (alpha = 0.89), non-diagnostic, brief screening tool developed to aid drug and alcohol treatment professionals in treatment planning for persons experiencing substance abuse or dependence. The BIBSI is easily scored by clinical or non-clinical staff to assess six constructs of alcohol use influence: Biological Influence, Psychological Internally Expressed Influence, Psychological Externally Expressed Influence, Social Family Influence, Social Peer/Work Environmental Influence, and Social Cultural Influence. Item reduction processes included think-aloud, predictive validity testing utilizing paired samples t-test, and exploratory factor analysis. A convenience sample of 63 college age students provided data for validation and reliability testing of the R-BIBSI.
Open Access
Entering construction professionals: survey of work values and career expectations
(Colorado State University. Libraries, 2011) Moore, Jennifer Dawn, author; Guggemos, Angela A., advisor; Khattab, Mostafa, committee member; Gloeckner, Gene W., committee member
The discussion of human resources is a broad and complex one, especially in an industry as diverse as construction which employs unskilled and skilled crafts workers, clerical and professional staff, as well as a variety of construction professionals. With an understanding that employers must develop more effective ways of rewarding and developing their workforces to compete for new hires and retain their current personnel, the goal of this research is to give those construction organizations focused on strategic human resource management a better understanding of the individuals currently entering the workforce. The general research design of this study was a comparative and associational research approach or a non-experimental approach. In this particular case, this research design was appropriate as the study was centered on defining work values and career expectations of soon-to-be Construction Management graduates as related to their personal characteristics. As such, the intention of the survey employed was twofold. One aspect was to gain a personal profile of these individuals and an assessment of what values these entering construction professionals hold. The second piece was to examine this descriptive data and seek an understanding into any relationships which may exist among the personal characteristics of entering construction professionals and their stated life, behavioral, and work values. From this sample some general trends of this population were found. A review of the mean rankings of life and behavioral values shows the values associated as self-centered ranked highest of all values while social-centered were lowest. Instrumental values of moral-focused and competence-focused ranked between these two terminal values and were nearly identical. The work values associated with status and independence ranked above those associated with competence and growth and comfort and security. Those in the construction industry must recognize that the graduates of today are different than those of past generations and that what it takes to hire and retain these individuals is different than the strategies employed even a decade ago. Likewise, for the first time in American history, companies are challenged with managing four generations of employees at once, each with different values, expectations, and attitudes. For the industry to continue to grow and prosper, the leaders of tomorrow must be recruited and trained today and companies must identify a leadership succession plan, placing renewed emphasis on strategic human resource management.
Open Access
Exploring the relationships among creativity, engineering knowledge, and design team interaction on senior engineering design projects
(Colorado State University. Libraries, 2012) Ibrahim, Badaruddin, author; De Miranda, Michael A., advisor; Gloeckner, Gene W., committee member; Siller, Thomas J., committee member; Makela, Carole J., committee member; Folkestad, James E., committee member
In the 21st century, engineers are expected to be creative and work collaboratively in teams to solve or design new products. Research in the past has shown how creativity and good team communication, together with knowledge, can impact the outcomes in the organization. The purpose of this study was to explore the relationships among creativity, engineering knowledge, and team interaction on senior engineering design product outcomes. The study was conducted within the College of Engineering, Department of Mechanical Engineering, at Colorado State University. A purposeful sampling of 55 students who enrolled in Mechanical Engineering Design capstone course completed the instruments during this study, which included the Torrance Tests of Creative Thinking (TTCT) Figural Form A, and a pre and post Team Climate Inventory. Students were assigned to twelve design project teams at the beginning of the fall term, 2011, and the project outcomes were evaluated in the spring of 2012, during the senior design showcase. Eleven professional engineers and three graduate students were trained to evaluate the senior design outcomes. The students' engineering grade point average (GPA) was used as a proxy to represent engineering knowledge. Descriptive statistics were utilized to describe the sample in terms of their engineering GPA, creativity score, and team interaction score. Correlational analyses were executed to examine the relationships among the constructs of the study. At the design team level, results from this research indicate that there was no statistical significant relationship between the teams' creativity composite score and the design outcome. There was also no statistical significant relationship between the team interaction score and the design outcome. The team composite creativity score had no significant relationship with the team interaction score. The composite of team engineering knowledge had no significant relationship to the team interaction score. At the individual level, the correlation analysis indicated there was no statistically significant relationship between student engineering knowledge and the creativity score. Exploratory data analysis (EDA) was used to assess the interaction of the main constructs on the engineering design outcome. The EDA results indicate that only one team met the hypothesis that a team scored above average on engineering knowledge and creativity, and a positive team interaction climate would expect to score above average on their design outcome score. Two design teams scored above average on creativity and engineering knowledge, and positive team interaction climate yet scored below average on their design outcome, which went against the original hypothesis. One design team scored above average on their design outcome, but scored below average on the other three main constructs of the study. The remaining eight design teams did not show any consistent pattern of relationships among the three constructs and the design outcome score. This research adds to the body of work within creativity, engineering knowledge, and team interaction climate in engineering design, as well as engineering education. The findings suggest that creativity, engineering knowledge, and team interaction climate had little impact on the engineering design outcomes. The limitations and implications of the study and future research are also discussed.
Open Access
Faculty mentoring in residence halls: an experiential learning process
(Colorado State University. Libraries, 2012) Jhaveri, Hemlata, author; Kuk, Linda, advisor; Banman, Nancy, committee member; Gloeckner, Gene W., committee member; McKelfresh, David, committee member
As more demands are being placed on faculty inside of the classroom, the debate surrounding the feasibility of faculty having the time and resources to be involved outside the classroom continues. At the same time there is a growing concern that in light of current advancements in technology; oral communication skills, basic to human existence is going by the wayside and the ability to use the fire of conversation can no longer be taken for granted. Campuses also have the challenge of helping students develop their communication, life, and learning skills. In the 21st century, where information is instantly available 24/7 on the internet, critical thinking and life skills need to be stressed and developed (Marques, 2011). White (2011) recommended faculty mentors assist their student mentees in developing problem-solving skills, branching outside their comfort zone, addressing unfamiliar situations, and exploring further self-discovery by guiding versus doing it for them. The research design for this study utilized a large number of questions taken from the National Survey of Student Engagement (NSSE), to solicit feedback on student engagement on an institutional level, along with additional questions supplied by the researcher (referred to as non-NSSE constructs) in order to solicit student and faculty feedback on the impact of faculty mentoring on personal development and experiential learning. This comparative study explored the relationship between faculty mentoring and student engagement (i.e. NSSE constructs), and faculty mentoring and student development and learning (i.e. non-NSSE constructs) in an experiential learning environment (i.e. on-campus residence halls). Students who responded to the open ended question on the survey indicated that the mentor/mentee relationship impacted them in a significant way. Students' introspective comments are reflective and point to an in-depth personal and applied learning experience, where students with mentors found ways to integrate new information from mentors into their own experience. The theoretical population for this study included students living in an on-campus residence hall that offered a faculty mentoring program. Also, the survey sample population involved one public institution in each of the following states: Illinois, California, and Texas. The total number of participants involved in the study was 364. The results of the study suggest that faculty-student interaction outside of the classroom does have an impact on student's personal development and learning. Also, the research revealed that gender had a significant effect on sensitivity to diversity, effective communication, personal growth, personal and social development. Ethnicity had a significant effect on sensitivity to diversity, effective communication, personal growth, personal and social development, support for student success, and reflective learning. In addition, there are a number of practical implications based on the outcome of the survey that can be used by campuses wanting to implement a faculty mentor program or renew and revive an existing one.
Open Access
Insights on learning behaviors in unsupervised online quizzing: the role of instructors in interlinking analytics and pedagogy
(Colorado State University. Libraries, 2020) Harindranathan, Priya, author; Folkestad, James E., advisor; Carlson, Laurie A., committee member; Gloeckner, Gene W., committee member; Suchman, Erica L., committee member
A major problem faced by instructors post-implementation of unsupervised online assessments is that they may lack real-time access to the students' actual learning behaviors. Limitations in student-feedback, limited know-how of accessing and analyzing log data, and large class sizes could restrict instructors' access to learners' behaviors. This study investigated how learning analytics (LA) can identify learners' actual behaviors within low-stake unsupervised online quizzing, the relationship between behaviors and performance in exams, and how the results can inform pedagogy. To achieve these goals, the present study used LA methods to analyze quiz-logs and qualitative interviews with instructors. Findings show that data-driven methods informed by learning theories can become a valuable tool in providing real-time insights into students' actual learning behaviors. Seven pedagogically meaningful variables related to learners' quiz-taking behaviors were designed and extracted from the quiz-logs. These variables provide evidence that if unsupervised, all students may not self-regulate their learning effectively to engage in productive learning behaviors and hence may need additional guidance from instructors. The instructors were actively involved in the study to interlink the implemented learning design and quiz-log analytics. We conclude that LA methods, when taken into account with instructors' input, may help plan timely pedagogic interventions such as providing the students meaningful and timely feedback, redesigning the existing quizzes, and educating students on the benefits of effective learning strategies.
Open Access
Jordanian social studies teachers' attitudes and their perceptions of competency needed for implementing technology in their classrooms
(Colorado State University. Libraries, 2013) Al-Bataineh, Mohammad, author; Anderson, Sharon, advisor; Lindsay, James, advisor; Gloeckner, Gene W., committee member; Quick, Don, committee member; Scott, Malcolm, committee member
This study used a cross-sectional survey design to examine the attitudes of Jordanian seventh to twelfth-grade social studies teachers toward technology, and their perceptions of the competency needed for implementing technology in their classrooms. It also explored the relationship between teachers' attitudes and their perceptions of competency for implementing technology. The convenience sample of Jordanian social studies teachers (n = 221) was a blend of male (n = 135) and female teachers (n = 86). Results indicated that teachers with relatively high positive attitudes toward implementing technology were far more likely to have high perceptions of competency needed for implementing technology in social studies classrooms in the country of Jordan. Furthermore, the youngest male teachers had higher attitudes towards implementing technology than the youngest female teachers, while the oldest male teachers had less positive attitudes than the oldest female teachers. The result of the study provides information that is useful to social studies educators, professional development leaders, national policy makers and teachers of social studies who are interested in understanding the factors that affect technology use in social studies classrooms in Jordan.
Open Access
Principal leadership in response to intervention (RTI): a mixed methods study examining a servant leadership approach to reform
(Colorado State University. Libraries, 2011) Gile, Traci, author; Cooner, Donna, advisor; Gloeckner, Gene W., committee member; Lucero, Rodrick S., committee member; O'Donnell-Allen, Cindy, committee member
The purpose of this study was to determine whether there was an association between servant leadership and the implementation of a systemic reform, specifically Response to Intervention (RTI). It was also the intent of this study to describe the relationship between direct principal involvement in RTI interventions and assessments, and the reading achievement gains in elementary schools. A focus group was also conducted to explain the quantitative results and validate the self-assessment of servant leadership, which influenced the decision to employ a mixed-methods design for this study. The quantitative analysis used a non-experimental associational approach. The quantitative results of this study indicated there were no significant correlations between direct principal involvement in the delivery of assessments and interventions within RTI and student reading achievement gains. The study also concluded that there were no significant correlations between a principal's servant leadership style and implementation of reforms related to RTI. The explanatory qualitative section did support themes from the literature around modeling the way, changing belief systems, and changing approaches as part of change leadership. Other explanations for a lack of correlation were congruent with the literature. Systems issues and an inability to focus on a deep implementation were partially responsible for a lack of student achievement results. The conclusions of this study describe that the school principal is at the center of managing initiatives and reforms, yet more conclusive research is needed around school leadership practices that lead to student achievement. Additionally, programmatic reforms such as RTI do not necessarily lead to improved results, but focus and the ability to sustain an effective practice over time does have the potential to lead to improved results for students. Finally, people make systems function during change. A system that provides Open, Participatory Leadership provides the conditions for a successful reform.
Open Access
Reasons they serve: older adults' motivations to volunteer in faith-based organizations
(Colorado State University. Libraries, 2016) Jensen, Brad M., author; Makela, Carole J., advisor; Gloeckner, Gene W., committee member; Shelton, Paul M., committee member; Hoxmeier, John A., committee member
This quantitative study analyzed older adults’ motivations to volunteer in faith-based organizations. Volunteerism among older adults is critical for faith-based organizations and is equally important for older adults themselves. Volunteering provides the needed workforce for faith-based organizations to accomplish their mission and provides meaningful service to older adults who are volunteering. This study explored which motivations to volunteer were most important to older adults in faith-based organizations and studied the relationships between motivation to volunteer and participants’ gender, present volunteer status, age, and work status. The study used a modified edition of a survey developed by Clary and associates called the Volunteer Functions Inventory (VFI), which identifies six motivations to volunteer (values, understanding, enhancement, social, protective, and career). The survey contains five items for each motivation. An additional five items were added to the original VFI’s 30 items to measure the motivation of continuity (continuing to use professional knowledge and skills). The first section of the survey was the modified VFI and the second part asked for demographic data. There were 395 participants from five different churches in Colorado and Iowa. Respondents were adults 50 years and older. Sixty-one percent were female and 54% of the participants were presently volunteering in or through their church 8 hours or more a month. Eighty-two percent of the participants were between the ages of 50 and 70. Forty-two percent of the participants were not working. Of those working, 66% were working full-time. The data were analyzed using ANOVA and post hoc statistics to determine differences in motivations to volunteer based on gender, volunteer status, age, and work status. The findings suggest the values and understanding motivations were the most important motivations for older adults to volunteer in faith-based organizations and the career motivation was the least important. There were small differences between motivations to volunteer based on gender, volunteer status, age, and work status. For example, the social motivation was more important to men than women, especially men 70 years and older. The implication for faith-based organizations and their volunteer managers is the need to communicate how volunteer activity provides an opportunity to express personal values and increase understanding. Additionally, faith-based organizations need to create specific volunteer management strategies based on the differences in motivation to volunteer by age, gender, volunteer status, and work status.
Open Access
Relationships between motivational, demographic, and academic variables and course grade in developmental mathematics among students at North Central State College
(Colorado State University. Libraries, 2014) Culver, Tim, author; Strathe, Marlene, advisor; Gloeckner, Gene W., committee member; Low, Lana, committee member; Engle, Terry, committee member
To assist North Central State College with the identification of students who are not likely to receive a grade of A, B, or C in their Pre-Algebra course, a regression equation was developed. The variables used in the analysis were representative of previous academic performance, depth and breadth of developmental education needs, recency of math education, motivational scores from the College Student Inventory Form B™ (CSI-B), and self-reported demographic data such as the number of hours planned to work. The overall accuracy of the success prediction, both yes and no, would have been 62% had the model been used with the students in the historical sample. This was supported by a logistic regression model which produced similar results. The development of student success plans based upon the model at the individual and section levels, implementation of other assessments to learn more about the relationships between self-efficacy, resilience and grit, and a review of the Mathway for each major provided the College with implications for advising and student success practices. Implications for future research included the addition of other variables, further study of males to determine variables that matter most to their success prediction, and determination of the value of other motivational assessments like Grit Scales and their associations to course grade.
Open Access
Revisiting the impact of a residence hall staff training class on the moral judgment development of college students
(Colorado State University. Libraries, 2014) Jacques, Kevin L., author; Anderson, Sharon K., advisor; Gloeckner, Gene W., committee member; McKelfresh, David, committee member; Siller, Tom, committee member
This research study was an attempt to replicate a previous study completed in 1987 by McKelfresh. More specifically, this study examined the impact of RA training on moral judgment development as measured by the Defining Issues Test-2 (DIT-2). The research method incorporated a pretest-posttest nonequivalent comparison-group design and posttest-only control-group design. The experimental group of consisted of 43 students who were proceeding through the Resident Assistant (RA) selection course; the control group consisted of 45 students not participating in the course. The following results of the study occurred: The mean pretest scores of students enrolled in the RA training course were higher than the mean pretest scores of the established norm for the DIT-2. There was a significant difference in the pretest N2 score for students enrolled in the RA selection course compared to the pretest N2 scores of students not enrolled. There was also significant growth between the pretest and posttest scores of students who completed the RA selection course compared to students who did not complete the course. Other findings were not significant. Possible interpretations of these findings are a) students who set out to be RAs have a predisposition for a higher level of post-conventional moral judgment when compared to students who do not pursue RA training; and b) completing a residence-hall selection course appeared to have an impact on the development of a student's moral judgment.
Open Access
Socioeconomic status and summer learning loss in reading
(Colorado State University. Libraries, 2011) Fothergill, Wendy, author; Gines, Donna Cooner, advisor; Lucero, Rodrick, committee member; Gloeckner, Gene W., committee member; O'Donnell-Allen, Cindy, committee member
As the United States battles an economic recession, the numbers of students attending our schools who live in poverty continue to increase. The rigorous requirements of the No Child Left Behind Act of 2001 put accountability systems in place to make sure school systems implement reforms to close achievement gaps and guarantee success for all. One systemic reform conversation occurring increasingly to remove an existing barrier to this success is re-thinking the school calendar. The foremost purpose of this study was to determine if there were differences in reading skill levels gained or lost over summer vacation based on socioeconomic status. Gender and grade level differences over the summer vacation were also analyzed. Factorial, repeated measures ANOVA was utilized to answer research questions. Statistical significance was determined at the p<.05 level. Results revealed a lack of significant main effect of SES on DRA2 and DIBELS gain/loss scores over the summer and an increase of summer reading loss from the first grade to fourth grade. A number of implications for action and recommendations for further research are provided at the conclusion of this study. These include the need to review summer programming and calendar modification, implementation of a complete response to intervention system, and teacher professional development for bridging the poverty gap.
Open Access
State funding and enrollment analysis of the Colorado Community College System: prior to and after the implementation of the Colorado College Opportunity Fund (COF)
(Colorado State University. Libraries, 2011) Ash, Kyoung (Kay) Heui, author; Kuk, Linda, 1950-, advisor; Gloeckner, Gene W., committee member; McCambridge, James A., committee member; Quick, Donald G., committee member
In fiscal year 2005-2006, the state of Colorado implemented the Colorado College Opportunity Fund (COF) that was initiated in Senate Bill 04 -189. The COF is a unique post-secondary education state funding mechanism that provides direct funding-to-students (stipends). This new funding approach was implemented to give community colleges more flexibility with state funding under TABOR (1992), to enhance more educational opportunities for low-income and other under-represented students, and to increase the operational efficiency in postsecondary education. The purpose of this study was to explore the question: "Did the Colorado Opportunity Fund (COF) achieve the desired outcomes of policy makers for community colleges in the state of Colorado?" The study analyzed the Colorado Community College System's enrollment data and compared enrollment trends before and after the COF was implemented to determine if there were any significant changes in enrollment trends and to evaluate the efficacy of the COF's underlying policy, accessibility with affordability. The study used Cross-Tabulation (crosstabs) and Chi-Square analyses to determine whether or not the COF had a significant impact on enrollment trends at community colleges. The enrollment data from fiscal years 1998 to 2010 was randomly selected from 13 community colleges. The changes in community college enrollment trends since the inception of the COF were: (a) no change in overall male and female trends); (b) increased enrollment of traditional age students, especially within the age group 19-24; (c) increased enrollment of underrepresented student groups, specifically Black and Hispanic males; (d) increased male enrollment representing an underrepresented student group within community colleges; and (e) increased enrollment trends of new and first time students.
Open Access
Statistical modeling of caregiver burden and distress among informal caregivers of individuals with amyotrophic lateral sclerosis, Alzheimer's disease, and cancer
(Colorado State University. Libraries, 2011) Cumming, John McClure, author; De Miranda, Michael A., advisor; Gloeckner, Gene W., committee member; Morgan, George A., committee member; Fruhauf, Christine A., committee member
Caregiver burden and distress have been associated with informal caregivers. Research findings on the specific aspects of the caregiving role that influence burden are mixed. Factors such as amount of time per day giving care and specific characteristics about the disease progression have been linked to caregiver burden and distress. Other findings suggest that caregiver burden and distress may be associated with disease characteristics, but caregiver personality traits are the major factor that influences caregiver burden. The purpose of this study was to use a variety of instruments to assess the relationship between traits that the caregiver comes into the caring situation with (resiliency, social support, spirituality, hope) and caregiver burden, within different caregiving populations. Caregivers giving care to individuals with Alzheimer's disease, Amyotrophic Lateral Sclerosis, or cancer were the caregiving groups of interest. A convenient sample of 95 informal caregivers completed the battery of instruments through an online survey tool. Differences between the three caregiving samples were assessed in terms of burden and distress. Hierarchical regression models were created to understand the roles gender, time giving care, activities assisted with, resiliency, social support, spirituality, and hope play in predicting caregiver burden and distress. Psychometric properties were assessed on all six instruments used in this study. Cluster analytic techniques were used to cluster caregivers based on a number of attributes to better understand the caregiving population. Results from this research indicate that resiliency, social support, spirituality, and hope significantly predict caregiver burden and distress. Amount of time giving care per day, number of months giving care, and activities that the caregiver assists with did not play a significant role in predicting caregiver burden or caregiver distress. The three caregiving groups were unequal in size, but reported similar levels of burden and distress. Two caregiving clusters were created based on this sample. Caregivers who had higher levels of resiliency, social support, spirituality, and hope (cluster one) were significantly less burdened and distressed than caregivers who reported lower levels of resiliency, social support, spirituality, and hope (cluster two). This research adds to the body of work within caregiver burden and distress. The findings suggest that burden is a factor of different aspects of the caregiver rather than the disease characteristics and progression of the person receiving care.
Open Access
Summer school: effects in fourth and fifth grades
(Colorado State University. Libraries, 2014) Koehn, Karen K., author; Cooner, Donna, advisor; Gloeckner, Gene W., committee member; Lucero, Rodrick, committee member; O'Donnell-Allen, Cindy, committee member
Summer school has long been viewed as a viable method of decreasing the time out of school for students and thereby increasing student achievement for summer school attendees. A search of the literature reveals that many summer school programs are effective in preventing reading achievement loss of elementary students, particularly for students who qualify for free or reduced lunch. The purpose of this study was to determine both the short and long term effects of a summer school program on students attending summer school following their fourth grade year. Independent sample t tests were performed to determine the difference in reading MAP score growth for students attending summer school and non-attendees. Comparisons were made based on socioeconomic status. Results showed no significant difference in gain scores between attendees and non-attendees immediately following summer school or at the end of the fifth grade year, regardless of socioeconomic status. Implications for action and recommendations for further study are included at the conclusion of this study. These include closer examination of the grade levels and type of students experiencing the greatest benefit from summer school programs, the type of summer program producing the best results, and consideration for the needs of the specific school community.
Open Access
The processes for determining the risk factors involved with the morbidity and mortality of the Southern stingray, Dasyatis americana, at an aquarium
(Colorado State University. Libraries, 2016) Grant, Krystan R., author; Campbell, Terry W., advisor; Basaraba, Randall J., committee member; Gloeckner, Gene W., committee member; Hill, Ashley E., committee member
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Open Access
The relationship between math anxiety and student achievement of middle school students
(Colorado State University. Libraries, 2015) Siebers, William Matthew, author; Cooner Gines, Donna, advisor; Frederiksen, Heidi, committee member; Gloeckner, Gene W., committee member; O'Donnell-Allen, Cindy, committee member
A 12-item Math Questionnaire (MQ) was developed and distributed to 381 middle school students in a northern Colorado middle school during the 2013-2014 school year. Data from the Transitional Colorado Assessment Program (TCAP) during the 2012-2013 school year were used to compare mathematics achievement to mathematic anxiety. Middle school grades consist of sixth, seventh, and eighth grade students who range in ages of 11 to 14 years old. Results from the quantitative study showed there were statistically significant differences between mathematics anxiety and achievement on TCAP. Students who have high mathematics anxiety tend to have low mathematics achievement. Other results showed that sixth grade students had less mathematics anxiety than seventh grade students. Sixth grade students had less mathematics anxiety compared to eighth grade students. Seventh grade students had a higher level of mathematics anxiety compared to eighth grade students. Lastly, results showed sixth grade students had the highest mathematics achievement across the middle school grades. Eighth grade students showed the lowest mathematics achievement compared to sixth and seventh grade. Overcoming mathematics anxiety is a recipe for success in helping students achieve and grow in mathematics. By understanding, recognizing, controlling, and coping with our mathematical anxiety, students can go further in mathematics than ever before (Boaler, 2008; Tobias, 1993). A number of recommendations for further research and implications for action are provided in chapter five of this study.