Mountain Scholar :: Browsing by Author "Makela, Carole, committee member"

Browsing by Author "Makela, Carole, committee member"

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Open Access
Acting as one: voices in the renewal of clinical partnerships in educator preparation and research
(Colorado State University. Libraries, 2017) Decker, Derek J., author; Cooner, Donna, advisor; Frederiksen, Heidi, committee member; Makela, Carole, committee member; O'Donnell-Allen, Cindy, committee member
The accrediting body, the Council for the Accreditation of Educator Preparation (CAEP), has set forth a set of new standards in 2013 that demand excellence and produce educators who raise PK-12 student achievement. Standard 2: Clinical Partnerships and Practice requires that educator preparation programs (EPP) seeking accreditation should have strong collaborative partnerships with school districts and their individual schools. These collaborative partnerships are a shared endeavor meant to focus dually on the improvement of student learning and development and on the preparation of teachers. The partners shall work together to determine the division of responsibilities among the various partnership stakeholders and the values and expectations of program development, implementation, assessment, and continuous improvement. The purpose of this multi-manuscript co-written dissertation included two separate studies utilizing focus group methodology to highlight how key stakeholders in EPPs describe the benefits and barriers of CAEP Standard 2: Clinical Partnerships and Practice within the context of those stakeholders' institutions. A priori codes were used in both qualitative studies to see how stakeholders' descriptions aligned with Standard 2 guiding principles. Inductive codes were identified, which focused on barriers described in clinical partnerships. Results were presented in two different manuscripts from the two studies and indicate strong correlation between stakeholders descriptions with both a priori and inductive codes. Based on the findings, suggestions for further research will be presented.
Open Access
Clinical partnerships in action: renewal and innovation in educator preparation and research
(Colorado State University. Libraries, 2017) Roth, Jennifer Jamison, author; Cooner, Donna, advisor; Frederiksen, Heidi, committee member; Makela, Carole, committee member; O'Donnell-Allen, Cindy, committee member
With the advent of the Council for the Accreditation of Educator Preparation (CAEP) as the sole national accrediting organization for educator preparation programs (EPP) and the subsequent release of the five CAEP standards, an EPP desiring collegiate program accreditation must demonstrate the existence of a clinical partnership that serves the dual purpose of preparing quality teacher candidates and positively impacting the education of PK-12 students. To date, little has been written on the impact of these standards on clinical practice in educator preparation or on how EPPs are operationalizing the CAEP standards. This multi-manuscript, co-written dissertation studied the critical role of partnerships as defined by CAEP in the renewal and innovation of educator preparation and educational research. In two separate qualitative studies, the researchers used focus group methodology to collect clinical partnership stakeholders' descriptions of their understanding of rich clinical practice and the benefits of clinical partnerships as defined by CAEP Standard 2. These descriptions provided the data that were analyzed through a deductive and inductive coding process. It was found that stakeholders described clinical experiences as crucial to teacher candidates' development of knowledge, skills, and professional dispositions, and identified clinical experiences as the space where theory and practice intersect. Findings also showed that stakeholders identified collaboration, mutually beneficial, sustaining and generative, shared accountability, and positive impact as the key components in a clinical partnership. Additionally, the role of partnerships in collaborative research and co-writing was examined and the researchers provided a rationale for the option of a co-authored dissertation.
Open Access
Consumer intent to disclose personal information in ecommerce: a comparison of Estonia and the United States
(Colorado State University. Libraries, 2014) Robinson, Stephen Cory, author; Hallahan, Kirk, advisor; Rouner, Donna, committee member; Plaisance, Patrick, committee member; Walrave, Michel, committee member; Makela, Carole, committee member; Hyllegard, Karen, committee member
An online survey conducted among participants in the US (n=248) and Estonia (n=225) examined willingness to disclose and perceived risks pertaining to disclosing personally identifying information (PII, also referred to as personal data in Europe) in ecommerce, as well as attitude toward disclosure in general, and anxiety disclosing personal data. Additionally, the study investigated how willingness to disclose and perceived risk of disclosing personal data were affected by demographic variables, trust in the Internet and trust in institutions, the Big Five personality dimensions found in the psychology literature (neuroticism, openness, agreeableness, conscientiousness, and extraversion), and four sets of perceived shopping benefits (opportunity benefits, bargain benefits, purchase benefits, and expected privacy benefits). Despite Estonia's advanced adoption and progressive policies and practices toward the Internet, Americans were more willing to disclose, exhibited more positive attitudes, demonstrated less anxiety, and were less concerned about perceived risks. For Estonians, ecommerce experience, perceived purchase benefits, and trust in the Internet and institutions were significant predictors of willingness to disclose personal data. Americans who perceived purchase benefits were found to be the most likely to disclose PII, while Americans with lower levels of education were also more willing to disclose. The study utilized a 17-item list of potential disclosure items (name, email address, etc.) and showed these can be categorized reliably into six sub-indices: contact information, payment information, life history information, financial/medical information, work-related information, and online account information. Further, a reliable efficient, 20-item scale was developed that can be deployed in future studies investigating the Big Five personality traits. Online disclosure consciousness (ODC) was introduced as a framework to conceptualize and empirically measure the gap between one's willingness to disclose and perceived risk pertaining to the overall 17-item index used in the study, the sub-indices, and particular items. Using 7-point Likert-type measures, the results showed significant gaps among participants both within and across nations. A 5-scenario online disclosure consciousness model is presented to explain the tradeoffs involved in making a disclosure decision, with absolute willingness to disclose and absolute perceived risk on the two extremes and theoretical midpoint where the two competing motivations cancel themselves out. Changes in a person's position along the continuum are posited to be influenced by marketers' initiatives, personal experiences, and external factors. Implications for theory, consumers, marketing practice, and public policy are discussed. The findings suggest that willingness to disclose and risk aversion can and should be analyzed empirically together. Thus, the ODC model provides an alternative conceptualization to the ideas of the privacy paradox, privacy calculus, and privacy cost-benefit ratios found in the literature. The study suggests consumers have a responsibility to educate themselves about online disclosure practices and how to protect their privacy. The findings also suggest marketers and policy makers should recognize that data disclosed online are not all equally sensitive to consumers. However, fostering trust, reducing risks, and promoting benefits are essential to the future of ecommerce.
Open Access
Determining best practices for integrating marketing and sales in organizations: using the Delphi technique
(Colorado State University. Libraries, 2017) Watson, Kristin R., author; Gloeckner, Gene, advisor; Folkestad, James, committee member; Ingram, Thomas, committee member; Makela, Carole, committee member
Using the Delphi technique; combining a thorough review of literature, with opinions of experts during three rounds of data collection, this study determined best practices for integrating marketing and sales in organizations. A purposeful, heterogeneous sample of marketing and sales executives, with a minimum of 30 years experience, in seven different industries, with 40 different organizations around the world participated as experts. Organizations that integrate marketing and sales can improve business performance; increase efficiency, effectiveness, customer and employee satisfaction. Eleven best practices for integrating marketing and sales in organizations were determined: communication; clearly defined roles, responsibilities and expectations; performance metrics; a customer focus; strategic planning; organizational knowledge; training and education; shared/aligned rewards; organizational intelligence (i.e. market, competitor, and customer information); lead management; and common technology platforms; resulting in the development of Watson's Integrated Marketing and Sales Best Practices (WIMS BP) model.
Open Access
Development of the Construction Training Attitudes and Intentions Scale
(Colorado State University. Libraries, 2013) Elliott, Jonathan W., author; Gloeckner, Gene, advisor; Lopez Del Puerto, Carla, advisor; Makela, Carole, committee member; Strong, Kelly, committee member
The events of the Great Recession (2007-2009) have resulted in high unemployment and underemployment rates in the United States and abroad. The plight of domestic young adults, particularly young men with few work-related skills, is evident. Failing to receive a first job has long-term negative consequences for these individuals and their families. In the United States, job opportunities exist for properly trained individuals in the construction industry, which is currently experiencing a shortage of skilled labor. Recognition of the unemployment situation and job opportunity in new construction, renovation, and maintenance of existing infrastructure has led to the creation of publicly funded construction skills training programs that target young adults (16-24 years). However, despite the great deal of effort and funding, participant retention is a significant problem and dropout rates ranging between 45-65% have been reported. Training practitioners posit that no model exists for predicting performance and attrition of individuals in training and express the desire for a metric that measures individual characteristics to better inform individual training successes. A review of literature revealed no instrument for predicting performance, completion, or attrition of the unemployed in training. Therefore, the purpose of this dissertation was to develop an internally consistent and valid instrument that measures the appropriate constructs to inform and predict human behavior within the domain of construction training for the unemployed. The resulting instrument, the Construction Training Attitudes and Intentions Scale (CTAIS), was developed through two phases. The CTAIS was complete by construction management undergraduate students (N = 247) during phase one. The purpose of phase one was to reduce the number of CTAIS items (N = 98) using inter-item correlations and exploratory factor analysis (EFA). An evaluation of the internal consistency and validity was conducted on the reduced pool of CTAIS items. Phase one resulted in a 44-items CTAIS, which contain four emergent factors: planned training behavior (PTB), construction training self-efficacy (CTSE), training motivation attitudes (TMA), and training locus of control (TLOC). The CTAIS and its factors PTB, CTSE, TMA, and TLOC were found to be internally consistent (α = 0.926, 0.943, 0.942, 0.941, and 0.829, respectively). Face and convergent construct validity were shown through significant (p < 0.01) correlations between the emergent factors that mirrored those found in previous construct validation research. The 44-item CTAIS was administered during phase two to a separate group of undergraduate construction management students (N = 174). The internal consistency of the 44-item CTAIS (α = 0.902) and PTB, CTSE, TMA, and TLOC factors (α = 0.909, 0.950, 0.925, and 0.832, respectively) were confirmed in phase two. Significant (p < 0.01) correlations between the emergent factors mirrored those found in phase one and previous construct validation research, providing further support for the face and convergent construct validity of the CTAIS. Supplemental analysis was performed using the phase-two data to investigate difference in mean PTB, CTSE, TMA and TLOC by the demographic characteristics of the sample. The results revealed significant differences in mean PTB, CTSE, and TMA (p < 0.001, p = 0.008, and 0.032, respectively) by gender and in mean PTB and CTSE (p = 0.027 and 0.019, respectively) by hands-on construction experience (dichotomous, experiences/no experience). ANOVA yielded significant differences in mean PTB and CTSE by age (p < 0.001 and p = 0.01, respectively) and mean PTB by level of hands-on experience (p = 0.03). However, it was noted in the post-hoc analysis that these differences were considered statistical artifacts due to the small and unbalanced sample sizes and overlapping confidence intervals around the means. No significant differences (p ≥ 0.05) were found between young adults (24 years and younger) and adults (25 years and older) or by respondent year in school, amount of construction management experience, participation in construction management competitions or internships. No significant differences (p ≥ 0.05) in TLOC were found in the supplemental analysis. The CTAIS developed and validated through this study allows training organizations to quantitatively measure and evaluate construction domain level characteristics that have been shown in research to predict performance in work setting and attendance in educational settings. Identification of participant characteristics, which contribute to attrition and performance in construction training, can assist training organizations in programmatic decision-making. Pre-training assessment of trainees allows practitioners to make informed decisions, at the individual level, about appropriate interventions to increase the likelihood of training success. The CTAIS, when administered at pre- and post-training intervals, provides trainers with a measure of individual characteristics that indicate training successes. High self-efficacy and motivation are predictive of persistence in job search activities and on-the-job performance. Therefore, higher post-training CTSE and TMA are indicators of training program effectiveness. The utility of the CTAIS can be enhanced with refinements based on its application in a variety of construction training programs.
Open Access
Educational experiences: voices of incarcerated male youth
(Colorado State University. Libraries, 2016) Singleton, Everett B., author; Davies, Timothy, advisor; Makela, Carole, committee member; Quick, Don, committee member; Hall, Bruce, committee member
Youth who experience academic failure are at a greater risk for evolvement in delinquency. Their perceptions regarding educational experiences could reveal some of their challenges or barriers to academic achievement. The purpose of this research project was to understand how incarcerated male youth perceive their educational experiences, and to understand the prevailing themes and commonalities in their stories. A phenomenological approach was used to describe the participants' educational and lived experiences. One all male juvenile correctional facility in a Southern state was selected for this case study research. The structure is designed to contain youth who have committed at least three or more felonies and remanded by the courts for treatment. Fifteen incarcerated youth, aged 18, were interviewed and provided knowledge and insight into the research questions. Each was assigned pseudonyms to preserve anonymity. Interviews were conducted face to face, recorded, and then transcribed. The themes that emerged from the interviews include: (1) conflicted interpersonal relationships; (2) educational disconnect; and (3) personal demons, all of which impacted their academic journey. Participants were also asked about their earliest educational outlook, as well as their future outlook, as it relates to short- and long-term goals. Their individual and collective responses painted a picture of the factors that led to their academic challenges, criminal behavior and incarceration. Results for this study indicated that some incarcerated youth make meaning of their educational experiences through a series of complex events, changes and circumstances occurring in their school and personal lives. Some of these relationships were positive iii connections that supported and propelled them forward, while conflicting relationships were damaging and often exposed them to unhealthy environments, substance abuse and criminal elements. Although their experiences varied, it was clear that failure was an ongoing occurrence throughout their academic journey. While for some, the educational disconnect was internal to the school environment; for others, disruptions in their home lives interfered with their ability to maintain regular attendance and remain focused on their studies. Issues with suspensions, expulsion, truancy, retention, academic failure, school violence, poverty and parental neglect seemed pervasive throughout their stories; and some shared feelings of inferiority due to their current academic shortcomings. Participants revealed personal demons that were defined as dark moments in their lives and had a direct or indirect impact on their academic journey. These were traumatic events, unforeseen and unexpected circumstances occurring in their family, school and community lives. They shared information regarding their earliest educational outlook, which for some seemed positive and provided an opportunity to grow academically and personally, while others experienced adversity and negative outcomes early on.
Open Access
Employee perceptions of organizational support: an organizational commitment to a balanced work environment
(Colorado State University. Libraries, 2011) Miller, Carol Tharp, author; Gilley, Jerry W., advisor; Waite, Alina M., advisor; Banning, Jim, committee member; Good, Glenn, committee member; Scott, Malcolm, committee member; Makela, Carole, committee member
The purpose of this dissertation was to examine how employees perceive their organization's family-friendly policies as they relate to achieving a positive work-life balance. Work-life balance is defined as the level of satisfaction associated with how one functions at home and work with very little work-life conflict. Work and personal demands are contributing to the need for such family-friendly policies. The literature suggests that companies are making the commitment to adopt formal family-responsive policies, which must be guided by a supportive organizational culture to be successful (Galinsky & Stein, 1990; Kossek & Nichol, 1992). This study explores the impact that one company has made on its employees through the experiences of eight participants. I had to understand how employees perceived the organizational culture and I wanted to understand how work-life balance was influenced by the organizational culture. The study focused on understanding the participants' experiences. Phenomenological research allowed me to share in the experiences of eight New Belgium Brewing Company employees. Phenomenological design enables the researcher to examine the human experience through detailed descriptions of people being studied (Creswell, 1994). The findings revealed how participants experience the culture related to work-life balance. Analysis of the data resulted in five major themes, which represented how participants experienced their work environment. The first of the thematic structures was organizational culture. Culture is integral to how the participants see the organization; however, it does not stand out as a unique component of what New Belgium Brewing Company does--it was more about who they are. Culture connects the participants to New Belgium Brewing Company. The second theme was relationships. Relationships built in direct correlation to the organizational culture. Work-life balance was the third theme, revealing the participant responses were less about company policies and programs and more about participants working in a company that cared. The fourth theme related to participants' commitment; participants want to do the best job they could, not only for the company, but specifically for the company CEO. The fifth theme was sustainability, suggesting the size of the company could be a factor in maintaining a sense of community.
Open Access
Environmental affects on teamwork: case study of a trauma and surgical intensive care unit
(Colorado State University. Libraries, 2010) Montgomery-Colbert, Debora A., author; Gilley, Jerry, advisor; Burns, Patrick, committee member; Makela, Carole, committee member; Banning, Jim, committee member
The research was conducted to identify how the physical environment shapes teamwork with regards to communications and role assignments in a Trauma and Surgical Intensive Care Unit (TSICU). The site was selected due to my personal experience with the trauma team and the environment. Ten team members included in the study consisted of personnel from facilities, emergency room staff, surgeons, nursing staff, trauma coordinators, and administrators. The participants were purposefully selected with multiple sources of data being collected with both photo-solicitation and photo-elicitation to bring deeper meaning to the interpretation of the data. This qualitative study collected participants’ descriptions of their perspectives utilizing the photographs each individual took of their work environment. These photographs were the catalyst for interviews to answer the research questions. The photographs and interview comments were then analyzed and coded to identify similarities and differences among the participants. The photographs were first sorted to determine the number of pictures that were of the same areas and which pictures were the outliers of lone environmental factors. Each of the photos and the participant responses were coded and clustered to identify areas of focus. From these areas of focus, themes environment on team efficiencies, the connections to the literature, and expansion of the current body of knowledge of the organizational effects. The themes that emerged from this photo elicitation were rich descriptions of physical elements identifying positive environmental effects on teamwork within the trauma team. The themes that emerged from the photographs and interviews, including multi-agency teamwork, resuscitation room design, elevator and hallways, signage, patient rooms, equipment and supply rooms, communication, and roles and responsibilities, have shown that the physical environment has been deliberately built with teamwork as the main premise.
Open Access
Evaluation of student engagement assessment in Colorado State University's Warner College of Natural Resources
(Colorado State University. Libraries, 2013) Holman, Debra Kaye, author; Timpson, William M., advisor; Vaske, Jerry J., advisor; Makela, Carole, committee member; Newman, Peter, committee member; Rolston, Holmes, III, committee member
The purpose of this mixed methods study was to conduct a participatory program evaluation of student engagement assessment in Colorado State University's (CSU) Warner College of Natural Resources (WCNR). The college requested the evaluation after completing two pilot studies of undergraduate engagement which led them to consider establishing the Milestones Assessment Program of Student Engagement (MAPSE). WCNR leadership sought to determine (a) the mission, goals, and objectives of assessing WCNR student engagement; (b) how the goals and objectives aligned with CSU's and WCNR's strategic plans; (c) the variables, measures, and outcomes of student engagement assessment in natural resources at CSU; (d) how electronic and classroom survey administrations of WCNR undergraduate student engagement compared; and (e) the operational elements required to support MAPSE. The evaluation was to address these five areas, determine whether an electronic or classroom survey format was best suited for administration in the college, and recommend what survey interval ought to be observed. In conducting the evaluation, administrations of electronic and classroom surveys generated assessment data that were analyzed as an extension of the study. It was found that WCNR was well-positioned to go forward with establishing MAPSE. The college had mission, goals, and objectives for assessment of student engagement which aligned with CSU and WCNR strategic plans. The evaluation identified practices, indices, and themes of WCNR student engagement for use in MAPSE surveys, and survey findings provided college leadership baseline data to develop outcomes for undergraduate engagement. Both electronic and classroom survey administrations produced acceptable samples for assessment of WCNR student engagement, with the electronic survey having a more representative sample of students by department and the classroom survey having a more representative sample of students by sex. The electronic survey incurred fewer direct costs of time and human resources. It was recommended that either survey be administered under MAPSE and survey intervals not interfere with other campus-wide survey administrations at CSU. Analyses of the survey data revealed that WCNR students found the college's practices of engagement important and satisfying. As student satisfaction with course opportunities, faculty advising, and development as natural resource professionals increased, their intent to persist and sense of success in the college and their majors increased. Student satisfaction on development as natural resource professionals was the only variable to consistently influence student persistence and sense of success in the college and their majors. Study findings indicated that besides educationally purposeful activities associated with student engagement, professionally purposeful activities influence natural resource student persistence and success.
Open Access
Facebook as a site of stress reduction and resilience amongst trailing wives living in Alaska
(Colorado State University. Libraries, 2017) Ward, Linnea Sudduth, author; Long, Marilee, advisor; Martey, Rosa, committee member; Switzer, Jamie, committee member; Makela, Carole, committee member; Merolla, Andy, committee member
This explanatory sequential mixed methodology (Creswell & Plano Clark, 2011) study considers how Facebook use impacts sojourners' perceived stress and resilience. Forty-one current and retired sojourning "trailing wives"—women who move primarily for their husband's career—located in Anchorage, Alaska, participated in the Phase 1 survey. Phase 1 found support for the predicted negative relationship between perceived stress and Facebook social connectedness, but the predicted positive relationship between Facebook social connectedness and resilience was not significant. Seventeen Phase 2 participants participated in semi-structured interviews, which were then analyzed using the constant comparative method (Strauss & Corbin, 1990), to explore the relationship between Facebook use and resilience further. Interview participants identified Facebook information seeking and social networking activities as particularly helpful in their early sojourn adjustment. Some participants also reported using Facebook and other social media sites (e.g., Instagram) to grow from their sojourn experience by practicing four of the resilience communication processes identified by Buzzanell (2010): drawing upon communication networks, emphasizing identity anchors, fostering optimism, and reframing negative experiences. Implications for practitioners (e.g., sojourners, human resources and mental health professionals) and researchers (across international business and social science disciplines) are also discussed.
Open Access
Fair chance legislation: a state-level socio-political analysis
(Colorado State University. Libraries, 2020) Creech, Danielle, author; Nowacki, Jeffrey, advisor; Opsal, Tara, committee member; Makela, Carole, committee member
Laws vary greatly from state to state, with little clear understanding of what conditions make certain legislation politically viable. Although many studies have examined the ways that voter sentiments and race/ethnic social dynamics are tied to certain types of legislation, little has been done to evaluate the ways power dynamics in state government might impact the type of legislation enacted. Thus, this study examines the relationship between racial/ethnic measures, socio-political measures, and 'fair chance legislation' (FCL). Using OLS regression, this work lays the foundation for further in-depth examination of state-level socio-political dynamics and legislative outcomes.
Open Access
How students experience their Christian faith in the public high school: a narrative study
(Colorado State University. Libraries, 2012) Moreno-Knittel, Bernadine Marie, author; Anderson, Sharon, advisor; Davies, Timothy, advisor; Makela, Carole, committee member; Poplin, Mary, committee member; Swaim, Randall, committee member
This study was a result of professional experience working with Christian students in a public high school and how they integrated their Christian faith into the academic, social/emotional, and career domains identified in the American School Counseling Association (ASCA) model. In addition the researcher's personal reflection about her Christian worldview influenced her professionally and personally as well as enabled her to gain knowledge and understanding of her beliefs and values. With narrative inquiry it is imperative that the researcher possesses the same background knowledge in order to fully understand the experiences of the interviewees and in return write their story with fidelity by keeping their voice central to the research. In the school counseling literature spirituality is considered important and worthy of exploration; however, researchers encourage school counselors to view it as "meaning making" rather than in a religious context. That said, counselors are encouraged to incorporate spirituality into a Comprehensive School Counseling Program as long as religion is kept separate. The researcher chose narrative inquiry to share the stories of four Christian students' experiences in a public high school. These students share their Christian upbringing and how a variety of micro-systems including family, church, youth camps and other religious activities, and peers influenced their faith. The students share how they integrated their faith into the classroom; relationships with faculty, peers, boyfriend or girlfriend; extracurricular activities; decision making; and coping. In addition three of the four students shared their experiences transitioning into higher education. Their individual stories are presented in letter format with a composite interpretation of the four stories. The researcher shares her findings with three audiences including the research community, professional colleagues, and the students' parents. The researcher's hope is these audiences will listen to these four students' experiences related to their Christian walk in a public high school and gain an understanding and appreciation for their Christian worldview. Equally important is that readers engage in personal reflection of their own worldview and how this impacts how they work and relate to the students they teach, counsel, and or raise.
Open Access
Motives and success factors in co-teaching relationships: a qualitative case study
(Colorado State University. Libraries, 2021) Hammel, Samuel "Kelley", author; Sebald, Ann, advisor; Chavez, Ernie, committee member; Chermack, Tom, committee member; Makela, Carole, committee member
The purposes of this research were to understand what factors contributed to the success of highly rated co-teaching experiences and understanding to what extent those success factors are related to measured human motive constructs within the context of the acquired needs theory of motivation. The purpose included understanding the motives and success factors within the context of the global Covid-19 pandemic. To achieve these overall objectives, the following research questions guided this study: 1. What do the Teacher Candidate (TC) and Mentor Teacher (MT) believe are the top five reasons why this specific co-teaching experience was successful (Success Factors)? 2. Are there any common Success Factors among the MT/TC teams studied? 3. Are any of the Success Factors related to the three motivation constructs being studied, being the affiliation motive, achievement motive, and power motive of the TC or MT? 4. What do the TC and MT believe about how their own measured motives contributed to the success of the co-teaching experience? 5. What do the TC and MT believe about how the Covid-19 pandemic impacted the success of the co-teaching experience? Four co-teaching teams from four different northern Colorado elementary schools were selected for a total of seven individuals (four teacher candidates and three mentor teachers). All seven participants were interviewed after completing thematic apperception tests measuring the relative strength of the achievement, affiliation, and power motives of each individual. Themes emerging from the data included: (1) the importance of relationship and communication in co-teaching teams, (2) the importance of resourceful power in co-teaching teams, and (3) the importance of co-teaching during the pandemic or other emergencies. Recommendations for teacher educators and school administrators are provided based on each of these emergent themes. Given the findings, this study recommends further investigation of complementary motive patterns of successful co-teaching teams and the presence or absence of resourceful power within successful co-teaching teams.
Open Access
Organizational training and relationship building for increasing public participation in a public school district
(Colorado State University. Libraries, 2012) Poynton, John, author; Venneberg, Donald, advisor; Makela, Carole, committee member; Wallner, Barbara, committee member; Carcasson, Martin, committee member
From the early twentieth century to the present, citizen participation in U.S. public institutions--particularly schools--has continually decreased. The trend has been linked to the bureaucratization of public schools and their increasing reliance on expert knowledge for solutions to school- and education-related problems. The purpose of this study was to evaluate the impact of a parent training program designed to increase a school district's capacity for public participation. The program--known as Leadership St. Vrain--provided citizens knowledge about school district operations and management (know-how) and relationship-building opportunities with key decision makers (know-who). The mixed-methods study was designed to include two original survey instruments, follow-up interviews, and archival documents to evaluate the effect of the training on participants. Participants reported strong growth in domains for knowledge, relationship, willingness, efficacy, and action. Follow-up interviews with training participants and parents who served as school Parent Teacher Organization (PTO) presidents, as well as an analysis of archival documents indicated a secondary ripple-effect among PTO members who did not take the training, as well as with other citizens and the larger community.
Open Access
Relationship of transformational leadership and organizational readiness for change as mediated by leader-member exchange and work engagement
(Colorado State University. Libraries, 2024) Hutt, Mark Joseph, author; Chermack, Thomas J., advisor; Chai, Dae Seok, committee member; Makela, Carole, committee member; Conroy, Samantha Ann, committee member
The purpose of this study was to investigate the relationship between transformational leadership and organizational readiness for change as mediated by the quality of the leader-member relationship and employee work engagement. Organizations face unprecedented cycles of change, which are ever-present during company merger and acquisition events. Research has shown that between 70% and 90% of mergers fail to deliver a realized benefit to companies and shareholders. This research proposed merger and acquisition events fail partly due to a lack of organizational readiness for change due to leadership practices and poor employee engagement. There is a gap in the scholarly research on what practical actions practitioners can take to improve the likelihood of success in merger and acquisition events. Research has shown a connection between organizational readiness for change and organizational performance. Previous research has also shown there are relationships with transformational leadership, leader-member exchange, employee work engagement, and organizational performance. While this research has shown the individual relations of these theoretical constructs on organizational performance, more research needs to be done to understand the relation of these constructs with each other and their ability to improve organizational readiness for change and, therefore, organizational performance. This research hypothesizes a positive relationship between transformational leadership and organizational readiness for change and sought to answer the question of what the relation of transformational leadership and organizational readiness for change is as mediated by leader-member exchange (LMX) and work engagement. The context used to study this question was a biotechnology firm in the Pacific Northwest that had experienced the announcement of two separate significant acquisitions within 12 months. A non-experimental, descriptive, cross-sectional survey research design was used to investigate this research question and hypotheses. The population for this study was 1,145 employees of a bio-pharmaceutical company in the Pacific Northwest of the United States. Well established in the scholarly research, the following surveys were used to study transformational leadership, leader-member exchange, work engagement, and organizational readiness for change. Transformational leadership was measured using the 7-item Global Transformational Leadership (GTL) scale. The quality of leader-member exchange relationships was measured by administering the 12-question LMX-MDM survey. Work engagement was measured through the administration of the 9-question UWES-9. Organizational readiness for change was measured using the 14-question OCQ-R. The hypotheses were analyzed using confirmatory factor analysis and structural equation modeling. Structural equation modeling was used to test the hypotheses and the hypothetical model. The model's fit was evaluated using root mean square error of approximation, standardized root mean square residual, comparative fit index, normed fit index, and the goodness of fit index. The mediation hypotheses of this research were analyzed using bootstrapping in combination with Baron and Kenny's established regression test for mediating factors using macros for SPSS & R. The outcome of this research found a relationship between the transformational leadership styles and actions managers and leaders take and the readiness of employees for organizational change in support of organizational performance and the success of change events. Specifically, this study provided insights to scholars and practitioners on the actions organizations can take when faced with large-scale organizational change events, such as merger and acquisition events.
Open Access
The creative synthesis inventory: constructing quantitative measures capturing attributes of design thinking
(Colorado State University. Libraries, 2017) Badding, Sarah, author; Gloeckner, Gene, advisor; Leigh, Katharine, advisor; Makela, Carole, committee member; Malinin, Laura, committee member
Stimulated by Lockwood's discussion of design thinking, creativity, and innovation and their impact on new business growth (2009), this research project sought to develop quantitative measurement of factors and attributes contributing to increased innovation in organizations; specifically within the context of creative synthesis encompassing the design thinking environment. Creative synthesis is the process or leap of faith and intuition leading to the achievement of an effective and creative problem solution. The development process resulting in the Creative Synthesis Inventory (CSI) considered the six step framework developed by Schmiedel, vom Brock, and Recker's (2014). The development process incorporated three phases and used responses from professional and industry experts and over six hundred student participants. Checkpoints were used at the conclusion of each step and the research design used mixed methods resulting in validation of a 19-item instrument. The CSI is intended to enable organizations and consultants to locate strengths and weaknesses for specific factors and attributes related to the constructs within the creative synthesis process.
Open Access
The development and initial validation of the Daily Experiences of Pleasure, Productivity and Restoration Profile
(Colorado State University. Libraries, 2012) Atler, Karen E., author; Cobb, R. Brian, advisor; Wood, Wendy, advisor; Makela, Carole, committee member; Vaske, Jerry, committee member
Occupational scientists and occupational therapists believe that people experience time and occupation differently, and that understanding these unique subjective experiences is essential to enhance the understanding of occupational participation, health and well-being. Yet the efforts toward the identification and development of ways of understanding people's unique subjective experiences are limited. In this dissertation, the researcher provides the theoretical underpinning of a newly developing instrument designed to capture the objective and subjective experiences of occupational engagement titled the Daily Experiences of Pleasure, Productivity and Restoration Profile (PPR Profile) (Atler, 2008) and reports the validity evidence of the PPR Profile as examined in two studies. Cognitive interviewing was used in the first study to examine validity evidence based on test content, response processes, and the consequences of completing the instrument. The study provides beginning validity evidence of the PPR Profile's use as an instrument designed to capture the subjective experiences of daily activities. In addition, the study illustrates the benefits of using cognitive interviewing as a means of engaging clients who may potentially use the instrument in the development process. In the second study, validity evidence related to consequential and convergent validity was examined using a mixed method design. Adults living with the consequences of stroke completed three health surveys and the PPR Profile for three days. Use of the PPR Profile increased awareness of daily activities and related experiences. Although there was limited convergent validity evidence gathered in the study, consequential validity evidence indicated that participants' completion of the PPR Profile led to reflection and examination. However awareness was not always seen by participants as beneficial. Potential reasons for the limited convergent validity found are discussed.
Open Access
The experiences of the younger supervisor: implications for organizations
(Colorado State University. Libraries, 2012) Hanson, Lea, author; Venneberg, Donald, advisor; Kuk, Linda, committee member; Makela, Carole, committee member; Rademacher, Robert, committee member
With four generations in today's workforce, roles are being redefined to include a growing number of younger supervisor/older subordinate relationships, referred to as the intergenerational dyad. What current and limited literature exists about the intergenerational dyad exclusively addresses the issues of generational workplace differences between the younger supervisor and the older subordinate from the perspective of the older subordinate rather than from the perspective of the younger supervisor. Through a qualitative study combining aspects of phenomenology and narrative inquiry, data were collected from 19 professionals in the field of student affairs in higher education who supervised at least one full-time, professional staff member who was ten or more years older than they. In April and May of 2012, one-hour telephone interviews were conducted with each participant. From transcriptions, narratives were developed to illustrate each participant's experiences. Based on the findings of this research, the following conclusions can be made about the younger supervisor and the intergenerational dyad: Age is more apparent to younger supervisors when they are younger than their professional peers than when they are younger than their subordinates; Age is more apparent to younger supervisors when they have a magnified title than when they are younger than their subordinates; Younger supervisors find mentorship in their older subordinates; and Younger supervisors who are women noted having more negative experiences supervising subordinates who are older than they are than younger supervisors who are men. Generational differences in the intergenerational dyad and the role of gender in the intergenerational dyad were also examined and analyzed. The findings of this study suggest implications for leaders in the field of higher education as well as any organization where the intergenerational dyad exists: training for supervisors, creating a culture of support for younger supervisors, and creating a culture of inclusion for younger supervisors. Additional research is recommended to explore: gender differences in the intergenerational dyad, industry differences in the intergenerational dyad, and work/life balance issues that affect the intergenerational dyad.
Open Access
The lived experience of stay-at-home dads: a narrative inquiry
(Colorado State University. Libraries, 2015) Drake, Matthew B., author; Davies, Timothy, advisor; Hall, Bruce, committee member; Makela, Carole, committee member; Winokur, Marc, committee member
Research on stay-at-home dads (SAHDs) has not kept pace with the increase in the trend and is lacking the in-depth description of their lived experience. The purpose of this narrative inquiry was to describe and thereby better understand the lived experience of SAHDs and how they make meaning within the role. Narrative inquiry works to restory the stories of the participants by gathering data, analyzing it, searching for themes, and rewriting it in a sequence that makes sense. In this study, in order to fully examine the lived experience of SAHDs, I encompassed a constructivist paradigm, which allowed for the evolution of the meaning and process. I realize that my participation altered the reality of the experience and that the stories that I present only captured brief moments of time; however, I drew heavily upon my therapeutic and clinical backgrounds to create a warm and compassionate environment which guided the way for an inductive exploration into each dad's lived experience. I primarily used unstructured interviews that focused more on Rogerian therapeutic principles than direct Socratic questioning; however, I maintained boundaries which provided focus, shape, and scope. These unstructured interviews provided the space for the participants to talk freely and openly as I obtained very rich quotations from each dad which I have presented within the narratives. By including these excerpts, often in their entirety, I maintain the integrity of the process, meaning making, and authenticity of each individual story. This narrative inquiry contains the lived experience of four SAHDs, ending with my own account. Each dad's narrative is presented individually, uniquely, and told in its entirety followed by my holistic content analysis which explores the themes of both the inner and outer world of each dad as embodied by his past, present, and possibility of the future. By doing so, this study gave voice to the SAHD experience and opened doors for future research and understanding. The individual and cumulative effects of the narratives have provided avenues for understanding for readers to make their personal meaning of the lived experience of SAHDs. I have also provided recommendations for clinicians who are working with SAHDs or their families. I conclude with my journey through this qualitative inquiry and a brief letter to SAHDs.
Open Access
Transformation: the impacts of an intercultural exploration on preservice teachers
(Colorado State University. Libraries, 2013) Aguilar, Christine June, author; Timpson, William, advisor; Cross, Jennifer, committee member; Kees, Nathalie, committee member; Makela, Carole, committee member
This action research study focuses on the impacts of an Intercultural Exploration project on 52 preservice teachers enrolled in sections of Schooling in the United States course at Colorado State University in the School of Education. Goals of the course include the intention that students will exhibit increased multicultural awareness and cross-cultural competence as applied to school settings. To inform the study, a review of the literature on multicultural education, intercultural theory, and transformational learning was conducted. The Intercultural Exploration project provided students the opportunity to explore their biases and areas where they lacked understanding of cultural groups, beliefs, and practices. Students spent four hours in a formal or informal setting focusing on one of their biases or lack of understanding. Students wrote essays to describe why they choose their projects, their feelings before and after the experience, how they developed their beliefs and how the project may impact their future personal and professional behaviors. A five level Transformational Rating was developed to assess student transformation based on reported beliefs before and after the project and predicted future personal and professional behaviors. Using the Transformational Rating Students rated their experience and the instructor/researcher rated each experience based on essay responses. The average rating by the instructor/researcher was 3.71 and the average rating by the students was 3.16, indicating that there was a transformation in at least two areas: beliefs, predictions of personal behavior, and professional behavior. Projects were themed by the instructor/researcher as religion (16), behavior (10), mental/physical status (8), socioeconomic status (5), social groups/organizations (3), sexual orientation (3), careers (3), current issues (2), and ethnicity/culture (2). Reasons students chose their projects were because they wanted to explore their own bias (27) or saw opportunities to learn/understand other perspectives (24). Students reported that their beliefs prior to the project were developed due to upbringing (18), media (11), negative experiences (8) and other (6). As a final step, students presented their projects and were asked to discuss the impacts of presenting to and listening to their peers. Following presentations, students said they felt the impact of sharing the Intercultural Exploration though uncomfortable at times, helped them to further understand and articulate their beliefs, while others felt it was an opportunity for their peers to get to know them better. After listening to their peers present, students expressed they enjoyed listening to the variety of presentations. Students also said they learned from their peers and developed a greater awareness of intercultural issues. Students noted they felt a close connection to their peers and some were surprised at the number of religious focused projects. The majority of students was positively impacted by the Intercultural Exploration and experienced a transformation as measured by pre and post beliefs and predicted future personal and professional behaviors. Students were impacted positively by sharing and listening to the Intercultural Exploration. Additional research could focus on replication of the study in other locations to compare results, variations on the project, and a more detailed Transformational Rating. Observing students in their first teaching assignments and examining long-term impacts might provide information for future training of preservice teachers in multicultural competence.