2024-03-28T14:49:08Z
http://digitalcommons.uncfsu.edu/do/oai/
oai:digitalcommons.uncfsu.edu:dissertations-1000
2020-04-25T02:18:50Z
publication:dissertations
The effects of tutoring on the reading performance of at -risk first-grade students
Bell, Ruby Gale Aycock
Tutoring is an intermediate intervention strategy designed to help at-risk children become successful readers. “At risk” refers to children who fail to meet the norms at various developmental stages, are predisposed to becoming illiterate, and are unlikely to graduate from high school due to several risk factors. Among those risk factors are low achievement, grade retention, behavior problems, poor attendance and low socioeconomic status. The purpose of this study was twofold: (1) to show that tutoring, when used as an early Interventional strategy, would increase the reading performance of a select group of at-risk children and (2) to determine, by means of teacher evaluation, if tutoring was effective by assessing qualitative behavioral differences in those children receiving tutoring. Intervention measures utilizing tutoring were discussed. At-risk students in grade one were assessed using the Test of Early Reading Ability, second edition, to determine if adequate progress in reading was being made. Students in the study received tutoring for six months. Independent variables in the study were ethnicity, gender, age, lunch status, academic reading level, and tutoring. The dependent variables included pre-test scores, and post-test scores. Data were analyzed using an ANOVA. The study consisted of 206 first grade students of which 50 were randomly selected for tutoring. The findings indicated that there were no significant differences in reading performance between male and female subjects. However, the data did suggest that reading performance increased for both African-American and White first grade students who were tutored. The results suggest that tutoring is a beneficial strategy for working with at-risk low performing children. Future studies should focus on developing effective programs utilizing the tutoring model as a component to increase the reading performance of at-risk first grade students.
1997-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI3027002
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
Literacy|Reading instruction|Elementary education|Preschool education
oai:digitalcommons.uncfsu.edu:dissertations-1001
2020-04-25T02:18:55Z
publication:dissertations
A comparison of the effects of two Title I models on reading comprehension
Benton, Cathy Callihan
Title I Schoolwide Programs and Title I Pullout Programs represent two Title I models designed to help children of low socioeconomic status improve reading comprehension. The purpose of this study was twofold: (1) to determine which Title I model was more effective using California Achievement Test Reading Comprehension Normal Curve Equivalent (NCE) scores as the measure of effectiveness and (2) to determine from structured administrative interviews how the results of this study might improve the Title I program choices of administrators. Eight school districts in rural Southeastern North Carolina were selected for this study. Six null hypotheses were formulated in order to study the effect upon reading comprehension student achievement of Title I Schoolwide Programs as compared to Title I Pullout Programs over a period of three years. Independent variables in the study were Title I Schoolwide Programs and Title I Pullout Programs; gender; ethnicity; and grade levels, 3rd, 4th and 5th. The dependent variable in the study was reading comprehension as measured by the California Achievement Test. Data were analyzed using analysis of variance (ANOVA) with repeated measures. Over three grade levels the findings indicated there were no significant differences between the two programs. However, findings indicated a significant difference between Title I Schoolwide Programs and Title I Pullout Programs California Achievement Test Reading Comprehension Normal Curve Equivalent scores during the first program year which was the third grade. The general finding favored Title I Schoolwide Programs over Title I Pullout Programs. The overall results suggested that Title I Schoolwide Programs had the same effect on the total student population that Title I Pullout Programs had on a limited number of eligible students within the student population. Because there were no significant differences in the two Title I program models, grade levels third, fourth, fifth, gender, and ethnicity, administrators believe this indicates program choice flexibility. The results from the structured administrative interviews also revealed the need to consider a variety of data resources in addition to reading comprehension subtests when making Title I program decisions.
1997-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI3027003
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
School administration|Elementary education
oai:digitalcommons.uncfsu.edu:dissertations-1003
2020-04-25T02:19:08Z
publication:dissertations
An investigation of factors influencing job satisfaction of principals in low -performing and exemplary schools
Bryant, Lee Ray
The purpose of this research study was to investigate factors related to job satisfaction among school administrators in the State of North Carolina. Specifically, the population for the study was comprised of two groups of grades k–8 principals, with 120 participants in each group, selected from those schools which had been designated as low performing and exemplary under the North Carolina Standards and Accountability Program. Locke (cited in Gunn & Holdaway, 1986, p. 45) defined job satisfaction as, “the pleasurable emotional state resulting from the perception of one's job as fulfilling or allowing the fulfillment of one's important job values, providing the values are compatible with one's needs.” The major job satisfaction theories have been developed from theories of motivation and of work motivation. In many organizations, job satisfaction of the employees and the quality of their working lives have proven to be just as important as effectiveness and efficiency. Job satisfaction concerns pertain as much to school administrators as they do to other workers. Job satisfaction research revealed that there exist certain intrinsic and extrinsic factors which affect levels of job satisfaction. Literature indicated that the job satisfaction of many administrators is related to the perception of their effectiveness, the effectiveness of their institution, and their level of influence in the setting. Recent research examined job values and needs of individuals as factors influencing job satisfaction of school administrators. Since job satisfaction appears to be related to a number of variables, it was the intent of this study to explore the relationship between job satisfaction and the school performance categories of principals from low performing and exemplary schools. Data were collected using a survey instrument, the Minnesota Satisfaction Questionnaire (MSQ), which contained the demographic variables of Gender, Age, years of work (Experience), years of schooling (Educational level), and twenty-three sub-test scales designed to measure facets of job satisfaction. Principals from grades k–8 schools determined to be low performing and exemplary according to the North Carolina Standards and Accountability Program were selected to participate in the study. The study revealed no relationship between general job satisfaction of principals and the performance category of their schools. However, there were significant differences between groups for some of the variables that comprised general job satisfaction. General job satisfaction across groups appeared to be related to age but not gender. When male and female principals from school performance groups were compared separately in relation to their job satisfaction scores, there were significant differences. Educational level and experience were not related to general job satisfaction for principals from either school performance group. There were significant differences in the way in which each group of principals rated intrinsic and extrinsic job satisfaction variables. Age, gender, educational level, and activity were variables found to be predictors of general job satisfaction for principals from both school performance categories. Social service was a predictor for only the exemplary school performance group.
2001-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI3027005
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
School administration|Academic guidance counseling|Occupational psychology
oai:digitalcommons.uncfsu.edu:dissertations-1002
2020-04-25T02:19:06Z
publication:dissertations
An investigation of factors influencing the use of computer technology by middle school principals
Brown, Robin Diane
Technology plays an important role in the restructuring of education. However, there is continued disillusionment in the educational community regarding the effective use of computer technology. Factors are identified and noted in related literature as contributors to the ineffective use of computer technology. As the presence of technology continues to increase in the education, it is important for educational leaders and administrators to recognize the significance of their role in technology implementation and utilization. Educational Leaders should be effective role models and have a clear vision of the possibilities technology can provide. This study was guided by the following research questions: (a) What types of tasks do middle school principals most use computer technology to complete? (b) Are there differences in the use of computer technology by middle school principals based upon the format of computer technology training received by middle school principals? (c) Are there differences in the use of computer technology by middle school principals based upon age, gender, or years of experience as educational administrators? (d) Are there differences in the use of computer technology by middle school principals based upon computer technology availability? Data were obtained from a research sample of 66 middle school principals from ten counties located in the southeastern portion of North Carolina. The Principal's Use of Computer Technology survey questionnaire developed by Dr. Jack Dibee, served as the research instrument. Additional data collected by the North Carolina Department of Public Instruction were used to determine computer technology availability at each school. Data were analyzed using various statistical methods. Means for responses to individual items and grouped areas were used to illustrate comparisons of tasks and demographics. Analyses of data revealed that middle school principals used technology more for communications tasks like electronic correspondence and less for instructional leadership tasks, such as locating curriculum or staff development resources. Data analyses also indicated differences in the use of computer technology by middle school principals and computer technology availability related to management, communications and instructional leadership tasks.
2001-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI3027004
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
School administration|Teacher education|Educational software
oai:digitalcommons.uncfsu.edu:dissertations-1004
2020-04-25T02:18:59Z
publication:dissertations
An analysis of selected principals' priorities regarding budget decentralization in Cumberland County schools, Fayetteville, North Carolina
Clover, Michael Walton
This study was designed to determine the flexibility that the principals of Cumberland County Schools in Fayetteville, North Carolina preferred when implementing financial site-based decision-making in their schools. The current budget framework limits the principals to approximately three percent of the total allotment in which independent flexibility is permissible. To complete the research, the fund categories representing areas of educational functions and service in the school system chart of accounts were evaluated. Seventy-two principals in the Cumberland County Schools were asked to indicate by priority their desire to gain flexibility over budget categories from the chart of accounts that have the greatest potential for improving the learning process (50 principals participated). The principals represented elementary, middle, and high schools. A three-phase process of data collection and analysis was incorporated in the study. First, an analytical hierarchy process was used to identify priorities of budget categories by the school principals. This format allowed for multiple criteria variables to be employed. Secondly, a survey instrument was used to obtain the principals' views of financial site-based budgeting. The analysis of this data included determining the frequency with which the categories were selected. Finally, a random sampling of the 50 principals that participated in the two earlier phases were interviewed so that gaps in the data could be identified. The findings indicated that principals in Cumberland County have a strong desire to gain control over the funds they feel will help them improve the learning process. The ABCs (Accountability and High Standards, The Basics and Maximum Local Control) reform movement in North Carolina is a vital step in preparing students for the twenty-first century and the principals agreed that financial flexibility should be an ingredient of this reform. The principals did not indicate a desire to revamp the school finance process, but desired to have more flexibility in the use of funds associated with instructional programs. It was determined that the category of employee salaries and benefits, which was the first choice of their top four priorities, was the one in which they had the least flexibility at the school level. The analysis of the data from the asses interviews revealed that, from this single intervention of budget decentralization believed they could make significant changes in their educational programs without adding additional funds to the educational budget.
1999-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI3027006
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
School administration
oai:digitalcommons.uncfsu.edu:dissertations-1005
2020-04-25T02:19:10Z
publication:dissertations
An analysis of the leadership styles of selected elementary principals in magnet and non -magnet schools in a large, urban school district
Hart, Lois Marie
This study was exploratory in nature and tested the theory of transformational, transactional, and laissez-faire leadership as perceived by teachers and their principal as successful measures of principal leadership on school climate and student achievement. The threefold purpose of this study was to examine: (1) The leadership style as perceived by the teacher and the principal (transformational, transactional, or laissez-faire) that describes the school principals in selected elementary magnet and non-magnet schools in the Wake County Public School System. (2) The relationship between the leadership style (transformational, transactional, or laissez-faire) of the school principal and the school's climate in selected elementary magnet and non-magnet schools in the Wake County Public School System. (3) The relationship between the leadership style (transformational, transactional, or laissez-faire) of the school principal and student achievement in selected elementary magnet and non-magnet schools in the Wake County Public School System. The study was conducted with selected elementary schools in the Wake County Public School System. The sample population consisted of 600 teachers; 1999 North Carolina End-of-Grade Tests scores for 13,266 students in grades three, four, and five; 20 elementary magnet schools; 20 elementary non-magnet schools; and 40 principals in schools categorized as elementary magnet and non-magnet. Three instruments were used to gather data. The first instrument was the Multifactor Leadership Questionnaire Form (5X-Short) which was developed by Bass and Avolio (1995). This instrument served as the measure of principal leadership style (transformational, transactional, or laissez-faire). The second instrument that was used in this study is the NASSP School Climate Survey (NASSP, 1987). It served as the measure of school climate. The North Carolina 1999 End-of-Grade Tests percentage scores for reading and mathematics served as the instrument to measure student achievement. Data for the study was analyzed using the Statistical Package for Social Sciences (SPSS). Descriptive statistical analyses (means and standard deviations) and One-Way Analysis of Variance were the statistical procedures used to test and describe the data for the six hypotheses. The results of this study indicated that there was no significant difference between principals' self ratings and teachers' ratings of transactional and laissez-faire leadership styles in magnet schools. There was a significant difference in principals' self ratings and teachers' ratings of transformational leadership styles in magnet schools. In non-magnet schools, there was no significant difference between principals' self ratings and teachers' ratings of transformational and laissez-faire leadership styles. There was a significant difference in principals' self ratings and teachers' ratings of transactional leadership styles. It was also found that there was a significant relationship between the school climate subscale, administration, and laissez-faire leadership in magnet schools. In non-magnet schools no significant relationship existed between the ten subscales of school climate and the three leadership styles (transformation, transactional, or laissez-faire). This study further indicated that no significant relationship existed between student achievement and transformational, transactional, or laissez-faire leadership in elementary magnet and non-magnet schools.
2001-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI3027007
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
School administration
oai:digitalcommons.uncfsu.edu:dissertations-1015
2020-04-25T02:18:39Z
publication:dissertations
A sociological analysis of the public's attitudes toward classroom disruptions in the public schools
Allen, Bobby Wayne
This secondary analysis of data collected in the 1995 "27th Annual Phi Delta kappa/Gallup Poll of the Public's Attitudes toward the Public Schools" focused on the relationship between attitudes about classrooms disruptions and background variables (education, gender, age, and families with or without children in the public schools from a demographic and quantitative perspective. This analysis suggests attitudes about classroom disruptions can be explained in terms of a social-facts or social-definitions theoretical perspective. Findings. There are significant relationships between attitudes toward classroom disruptions and the background variables (education, gender, age, and families with or without children in the public schools).
1997-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI1390611
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
Educational sociology
oai:digitalcommons.uncfsu.edu:dissertations-1007
2020-04-25T02:18:43Z
publication:dissertations
A study of the relationships between alumni giving and selected characteristics of alumni donors of Livingstone College
Hunter, Catrelia Steele
The purpose of this study was to investigate the relationships between alumni giving and selected characteristics of alumni donors at Livingstone College. The role of alumni philanthropy in higher education was reviewed in general and in particular as it relates to Historically Black Colleges and Universities. Alumi donors (1,300) of Livingstone College who had contributed between July 1, 1990 and June 30, 1996, were surveyed through a mail questionnaire. Thirty percent, or 398, of the alumni responded, producing 392 useable surveys. Chi-square was used to analyze the resulting data. A second phase of this project included interviews with selected alumni major donors who had given $10,000 or more and Directors of Alumni Affairs in institutions of similar size. The purpose of these interviews was to gather information on what inspired the major donors to give and what techniques were being used to increase alumni giving at other institutions. A profile of donors was developed for further use in the institution. It was concluded that the following alumni characteristics are related to alumni giving for the Livingstone College donors: gender, age, family income, year of graduation, degree earned, degrees from other schools, church affiliation, grade point average, membership in Greek organizations, frequency of campus visits, membership in the National Alumni Association, membership on college boards and committees, and service in the community. Other distinguishing characteristics related to attitudes and opinions were, belief in adequate career preparation, belief in current mission, and belief that Historically Black Colleges and Universities are still needed today. The following characteristics were not related to giving: marital status, number of children, area of residence, children under twelve, occupation, undergraduate major, church attendance, receipt of financial aid in undergraduate school, belief that the college provides a quality education, awareness of feelings of resentment regarding the institution, whether or not the image of the college is good and influence of college publications.
1997-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI3027009
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
Higher education|School finance
oai:digitalcommons.uncfsu.edu:dissertations-1010
2020-04-25T02:19:05Z
publication:dissertations
Selected school principals perceptions of adjustment and academic concerns of highly mobile student populations: A comparative study of migrant student and military mobile student populations
Montgomery, Joan Lucia
This study compared perceptions of school principals on adjustment and academic educational needs of highly mobile students, where highly mobile includes migrant students and students who are of military families. Leithwood and Aitken (1995) reported that schools in general experience an inordinate amount of pressure stemming from justifiable concerns that the potential of students were not being maximized and the methods used were ineffective. These concerns, coupled with the element of student mobility, further complicate the principal's ability to alleviate the negative adjustment experiences and academic failures that are frequently experienced by students in new educational settings. As educational policies are developed, it is important for school principals to plan strategically to address the adjustment and academic concerns that impact the educational needs of all students. The participants in this study were 151 public school principals who service military dependent youths and 195 public school principals who service migrant students in North Carolina, South Carolina, Georgia, Kentucky, Virginia, and New York. The data has indicated that the perception of principals serving migrant students on academic and adjustment concern, has experienced a marginal shift. Upon juxtaposing this information with the principals serving military dependent youths, it was found that a substantial change in perception existed. The differences in perception of principals serving migrant students compared to principals serving military dependents on adjustment and academic concerns were found to be equally significant. The analysis of data by principals by grade level yielded that no levels of significance were noted in the K–5 th grades group on adjustment or academic concerns. A marginal level of significance was found in the 6th–8th grades group on adjustment concerns and a highly significant level was indicated on academic concerns. A highly significant level was indicated on adjustment concerns for 9–12 grades, with no level of significance being indicated for academic concerns. No differences in perception were indicated between groups of respondents on adjustment and academic concerns. No differences were indicated within groups for 6th–8th grade and 9th–12th grade principals. A significant difference was noted for K–5th principals on adjustment and academic concerns. An interesting finding evolved from evaluating the perception of public school principals on academic and adjustment concerns of highly mobile students in that the location of principals had no significant bearing on their responses. The results of this study have indicated that further examination into the perception of principals is warranted to determine the level of change in problematic areas that have been noted in the literature as inhibitors of student adjustment and academic success. As principals evolve into the assessment phase of their individual reform initiatives, they must evaluate if adjustment and academic concerns have been addressed for unique populations such as highly mobile students.
2001-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI3027012
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
School administration|Academic guidance counseling
oai:digitalcommons.uncfsu.edu:dissertations-1012
2020-04-25T02:18:57Z
publication:dissertations
The impact of educational resources and student demographics on reading and mathematics achievement scores of fourth-grade students in Cumberland County public elementary schools, North Carolina
Okpala, Comfort Ogo
This policy study examined the impact of selected educational resources and student demographics on reading and mathematics achievement scores of fourth-grade students in Cumberland County public elementary schools. Its purpose was to determine: (1) whether selected school characteristics were related to reading and mathematics achievement, (2) whether selected teacher characteristics were related to reading and mathematics achievement, (3) whether selected expenditures per-pupil were related to reading and mathematics achievement, and (4) whether selected student demographics were related to reading and mathematics achievement. The data used in this study represented educational resources and demographic variables of fourth-grade students enrolled in Cumberland County public elementary schools during the 1993–94, 1994–95, and 1995–96 school years. The relationship between reading and mathematics achievement of students as measured by the end-of-grade tests and seven variables were analyzed. Cross-tabulation analyses were performed to capture unique characteristics that existed among the schools in the sample. Pearson product-moment correlation was performed to determine the overall strength of each relationship. Ordinary Least Square (OLS) regression analysis was used to determine the statistical significance of the variables that influence fourth-grade reading and mathematics achievement. The results of the study showed that two variables had significant relationship with fourth-grade reading and mathematics achievement scores as measured by the end-of-grade test scores. The percentage of students on free or reduced lunch programs had a negative relationship with student achievements, and the percentage of parents with post-high school education was positively significant in explaining changes in reading and mathematics scores of fourth-grade students. Recommendations derived from the study indicated that increased amounts of educational resources and remediation services should be directed to schools that serve students from lower socioeconomics backgrounds. This study demonstrated the need for further research that would include other important variables such as the following: (1) the equitable distribution of instructional resources, (2) the quality of the school's library, (3) parental and community involvement in schools, (4) students' time on task, (5) teachers' certification status, (6) curriculum alignment, and (7) the availability of computers in each school. It was also recommended that the use of a classroom-based qualitative study approach be implemented for a in-depth analysis of the impact of educational resources and student demographics on achievement.
1998-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI3027014
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
School administration|School finance|Elementary education
oai:digitalcommons.uncfsu.edu:dissertations-1009
2020-04-25T02:19:01Z
publication:dissertations
A study of the leadership practices of North Carolina's public school superintendents, two -year community college presidents and public university chancellors: Implications for the success of the seamless education highway concept
Mitchell, James M
The purpose of this research study was to measure the leadership practices of North Carolina's public school superintendents, public community college presidents and public university chancellors. Also, this study compared the leadership practices of the three levels of leaders on the five patterns of actions identified by the Leadership Practices Inventory, including: Challenging the Process, Inspiring a Shared Vision, Enabling Others to Act, Modeling the Way and Encouraging the Heart. This study further investigated whether there was a significant relationship between the leadership practices of chief executive officers at the three education levels and selected other factors, such as: age, gender, race, highest degree earned, years in educational administration, time spent on professional development, and choice of opportunities to learn skills. Data on both the leadership practices and demographic factors were obtained from the research sample of 106 public school superintendents, 53 public community college presidents, and 12 public university chancellors in North Carolina. Participants in the study were asked to rate the 30 items on the Leadership Practices Inventory (LPI) on a ten-point scale and complete an 11 item Confidential Research Questionnaire (CRQ). The Leadership Practices Inventory was developed by Kouzes and Posner (1997), and the Confidential Research Questionnaire was developed by this researcher. The respondents' ratings of the five patterns of actions on the Leadership Practices Inventory and the responses to the Confidential Research Questionnaire were grouped in three major categories in order to test the six hypotheses. The six research hypotheses were tested for statistically significant differences by descriptive and inferential statistics. Research hypotheses one through five were tested using the one-way analysis of variance (ANOVA) to determine the differences between groups, and the post hoc Tukey Test was used to determine where the differences existed when shown using the analysis of variance technique. Research hypothesis six was tested using linear regression and one-way analysis of variance. The results of the study indicated that North Carolina's public school superintendents, community college presidents, and public university chancellors differ in leadership practices they reported in general and on two of the five patterns of action. The chief executive officers at the three levels of education did not differ significantly on the selected factors of age, gender, highest degree of education, number of years in educational administration, and the three primary opportunities to learn. In addition, this study provides recommendations and implications of the findings related to the education leaders for the smooth and effective integration and implementation of the seamless education highway concept.
1999-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI3027011
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
School administration|Community colleges|Higher education
oai:digitalcommons.uncfsu.edu:dissertations-1008
2020-04-25T02:18:56Z
publication:dissertations
An analysis of the effects of a staff development program on student achievement
McMullin, Marcia Jean Harrison
This study evaluated the effects of a staff development program on student achievement as defined by the North Carolina End-of-Grade tests using analysis of covariance and multiple regression. Fourth through eighth grade students whose communication skills and/or mathematics teachers had taken from zero to all four of the “Big Four” (cooperative learning, mastery learning, critical thinking skills, and elements of instruction) staff development courses were compared. The dependent variable was the students' 1996–97 End-of-Grade (EOG) test scores. These test scores were reported in developmental scale scores so that progress from one year to the next could be assessed. A survey was administered to teachers to assess two factors: (1) the degree to which teachers had implemented the concepts of the “Big Four” staff development courses as measured by teachers' perceptions, and (2) the degree of principal support for the implementation of these concepts as measured by teachers' perceptions. The effects of these two factors on students' End-of-Grade test scores were analyzed. Other demographic data were analyzed to determine the effects they may have on student achievement. The results showed statistically significant differences but did not provide any predictive ability. The adjusted R2 after taking into account the pretest was less than 2% for all the variables studied. Recommendations for future study include an analysis of other quantitative and qualitative variables to ascertain the essential elements of effective staff development programs, particularly the effects of systems thinking and the learning organization.
1998-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI3027010
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
School administration|Teacher education
oai:digitalcommons.uncfsu.edu:dissertations-1011
2020-04-25T02:19:09Z
publication:dissertations
Factors that affect the lives of resilient students: Lessons for educational leaders from resilient students
Morrison, Glenda Pope
Educational leaders and educators are faced with many challenges in today's schools. One of those challenges is teaching and being successful with students at-risk for academic failure who come from disadvantaged backgrounds. Students are growing up in environments with drugs, alcohol, poverty, violence, and crime. However, some students are overcoming these obstacles in their lives. These students are known as resilient students. The purpose of this qualitative study was to determine what educational factors and how they are helpful to resilient students in obtaining academic success. Other factors in resilient students' lives that were examined were socioeconomic background of the family, personal characteristics of the students, influential/supportive people in the students' lives, and environmental factors. In order to determine how resilient students are academically successful, two high schools in Cumberland County were selected. Principals; were asked for permission to interview students within their school. Guidance counselors were interviewed in order to obtain the names of high achieving students at-risk for academic failure who were juniors or seniors. Six students were selected with parental consent and the number of resilient students available within each school. Interviews were conducted in order to examine what educational factors and how they were helpful to students at-risk for academic failure succeed in school. Based upon the students' answers to the interview questions, snowball sampling was conducted with other individuals who had an effect on the resilient students' lives. Upon completion of the interviews, answers to the questions were analyzed by the constant comparative method to determine what school factors and how they were influential in making these students resilient. Triangulation, the use of multiple sources to confirm findings, was used by examining answers given by educational leaders, guidance counselors, teachers, parents, and significant other adults. The findings of this study showed instructional strategies/educational programs, socioeconomic background of the family, personal characteristics of the students, influential/supportive people, and environmental factors had an effect on resilient students' lives. Based on students' answers to the interview questions, two factors that were most influential were personal characteristics of the students and influential/supportive people in the students' lives. Personal characteristics of the students had an influence on their school success. These resilient students had an inner drive to do well in school. Also, all six students who participated in this study indicated that there were people in their lives who were very influential and supportive to them in their educational experiences. These influential/supportive people included people at home and people at school, The findings of this study provide insight for educational leaders and educators on how to help students at-risk for academic failure become successful in school. Educational strategies can then be implemented in the schools which will help these students become resilient and succeed.
2001-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI3027013
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
School administration|Educational sociology|Secondary education
oai:digitalcommons.uncfsu.edu:dissertations-1006
2020-04-25T02:19:04Z
publication:dissertations
Teachers' perceptions of effective school correlates: Implications for educational leaders
Henderson, Samuel Lee Edward
The dissertation examined the perceptions of public high school teachers regarding effective school correlates and the implications these perceptions had for educational leaders in Cumberland County Public Schools, North Carolina. To accomplish this study, the More Effective School Assessment Instrument (teacher version) including a teacher characteristics profile was administered to 379 public secondary school teachers. The data were treated using the Statistical Package for Social Science (SPSS). Patterns of perceptions were sought to support the null hypothesis that perceptional differences of public high school teachers in Cumberland County, North Carolina regarding effective school correlates were not significant. Some of the findings in this research were that public high school teachers differ significantly in the areas of ethnicity, certification in major degree areas and years of teaching experience regarding their perceptions of effective school correlates. Over seventy percent of the teachers perceived their schools as being effective. Quality teaching, as measured by teachers' professional development activities, was related significantly to teachers' perceptions of effective school correlates. As the data implicated, there was a consistent progression of perceived effectiveness as the number of teachers' professional development hours increased.
2000-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI3027008
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
Teacher education|School administration|Educational evaluation|Secondary education
oai:digitalcommons.uncfsu.edu:dissertations-1014
2020-04-25T02:18:58Z
publication:dissertations
Instructional strategies for school reform and inclusion: Implications for school leaders
West, Linda Melton
Reforms emphasizing higher levels of achievement and the inclusion of students with disabilities are currently converging in public schools and general education classrooms, changing teacher expectations, instructional practices, and instructional leadership. This qualitative study examined the instructional practices in six general education classrooms that included students with disabilities in two nationally recognized Blue Ribbon elementary schools in North Carolina. The purpose of this research study was to examine the instructional practices in classrooms which included students with disabilities; the influences of students with disabilities on the teachers' selection of instructional practices; and the role leadership played in educational reform and inclusion. The schools were selected through purposeful sampling centered around (a) recognition as a Blue Ribbon school, and (b) participation of grades 3, 4 and 5 in the state reform and accountability program. Purposeful sampling in selecting the classrooms focused on (a) a representation of students with disabilities, (b) teacher experience, and (c) teacher evaluation. Multiple data collection methods included observations, interviews and document analyses to achieve triangulation. The data were analyzed by completing case analyses of the selected classrooms within each school, then cross analyzing the cases in the two schools to discover patterns and categories which were interpreted into findings. The findings of this study suggested that reform and inclusion support the same changes in instructional practices, thereby implying compatibility of the reforms of higher achievement and inclusion as they merge in general education classrooms. The teachers demonstrated that they: taught children (not curriculum), used a variety of effective instructional practices which benefitted all students, demonstrated a high sense of teacher professionalism, held high expectations for all students, accepted ownership for students with disabilities, and used various models of special education. The findings also indicated that leadership is critical for creating positive school culture in which reforms emphasizing high levels of achievement and inclusion are successfully implemented. Some concern existed regarding the inclusion of students with disabilities in statewide assessment and accountability. The accountability component of the state reform framework was not as compatible with inclusion as the other instructional components; therefore, further research is recommended.
1999-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI3027016
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
School administration|Elementary education|Special education
oai:digitalcommons.uncfsu.edu:dissertations-1013
2020-04-25T02:18:54Z
publication:dissertations
A study of the implementation of the character education program and students' attitude toward the program in three school districts in North Carolina
Rosser, Gladys Cogdell
The problem of this study was to examine the implementation of selected character education programs and students, attitudes toward the traits comprising the program in each selected school district in North Carolina. The school districts selected for this study were Cumberland (School District A), Hoke (School District B), and Wake (School District C) Counties. The methodology included an examination of documents from character education summits, literature compiled from committees, mission statements, and character curriculum packets. The implementation process included the following observations among the districts: conducted research, formed task forces, provided staff training, established collaborative community efforts, and adopted common character traits. A likert scale survey was used to gather data from a convenience sample of six hundred and six respondents. The survey enclosed five categories which included statements that were constructed from explanations of the implemented character traits. The test of chi-square determined a significant relationship with students' attitudes and grade, age, gender, and location of school district. The elementary students, the younger age group, agreed more positively toward the character program than the middle-high, older age group, level. Findings showed a consistency with students, attitudes and the developmental theory of Lawrence Kohlberg, which indicated that early-school-age children were dominated by concerns about the consequences of their behavior. The Analysis of variance indicated that the most rural school district had the highest mean score among the school districts. The most urban school district had the lowest mean score. Results of the study indicated that the selected school districts established programs to educate children on character. A recommendation for future study would be to examine the long-range effect of character education in these school districts to determine whether students continue to accept the character education program. In addition, the study expansion should include all grade levels in one or all of the schools.
1997-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI3027015
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
School administration|Curricula|Teaching
oai:digitalcommons.uncfsu.edu:dissertations-1017
2020-04-25T02:18:52Z
publication:dissertations
Prison adjustment in male, youthful offenders as predicted by ego resiliency and intelligence
Ellis, Geertina Houthuyzen
The hypothesis of this study was that ego resiliency would be a reliable predictor of prison adjustment in male youthful offenders. The relationship between ego resiliency and intelligence to adjustment to prison in youthful male offenders was investigated. The sample consisted of 41 male, youthful felons incarcerated at a medium security facility in the Southern region of the United States. Participants were administered the ER89 which yields individual ego resiliency scores. Beta IQ scores were obtained from mental health jackets. Adjustment to prison was measured by rate of infractions and obtained from institutional files. For every participant, infractions were counted starting the date of entry into the medium security facility and continuing for six months thereafter. Results indicate that neither intelligence nor ego resiliency accounts for any significant variability in infraction rate. A Pearson Product Moment Correlation yielded a statistical significant negative correlation between ego resilience and intelligence.
1997-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI1390613
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
Psychotherapy|Social psychology|Criminology
oai:digitalcommons.uncfsu.edu:dissertations-1018
2020-04-25T02:18:37Z
publication:dissertations
John Fante: Father of the Los Angeles School, neglected son of the Lost Generation
Hinek, Arjay
The works of John Fante (1909-1983) reveal an artist caught in a particularly telling time in American history, the Great Depression. Writing in Depression-era Los Angeles, John Fante became intimately familiar with the roominghouses of Bunker Hill and Downtown Los Angeles, using these settings as the subject matter for several of his semi-autobiographical novels. In doing so, Fante was the progenitor for what I will call the Los Angeles School. The interiors of Fante's novels, as well as those in the novels of other Los Angeles School authors, are harsh yet celebratory of impoverished solitude. This state of economic exile and its appreciation of Los Angeles' regionalism parallels the physical exile of the Lost Generation and its celebration of American regionalism. I will argue that John Fante occupies a unique position as the father of the Los Angeles school and the most neglected son of the Lost Generation.
1996-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI1390614
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
Literature|American studies|American literature|Biographies
oai:digitalcommons.uncfsu.edu:dissertations-1029
2020-04-25T02:18:12Z
publication:dissertations
Perceived equity with the division of household and marital happiness
Brown, Wanda Lynett
This study examined perceptions of equity in fairness of household chores, fairness of child care, and marital happiness. The data were obtained from the National Survey of Families and Households (1987–88). The study was designed to examine perceptions of fairness of respondents with the household division of labor and child care, as well as to assess marital happiness. Significant correlations were found for several demographic variables that included age, gender, and race, that is, older respondents, males, and whites reported greater perceived equity with household chores, while those younger respondents blacks, males, and those with higher levels of education and income reported greater perceived equity with child care. Those with higher levels of education, income, whites and older respondents reported greater marital happiness. Findings also noted that most of the same variables were found to be strong predictors of fairness of household labor (males, higher educated and whites), child care (higher incomes, blacks and males), and happiness (perceived equity or fairness to both spouses). Optimal happiness was best when true equity existed. This study noted several implications for marriage and family theory and research.
1998-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI1406421
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
Families & family life|Personal relationships|Sociology
oai:digitalcommons.uncfsu.edu:dissertations-1019
2020-04-25T02:18:53Z
publication:dissertations
Parallel between two high-efficiency transformation methods in yeast and screening for applicability of transformants
Kendrick, Wanda Smith
Transformation of exogenous DNA into intact Saccharomyces cerevisiae cells has been accomplished by using the alkali cations method and the electroporation method. The addition of SSDNA and PEG has enhanced transformation efficiency in both methods. In this study, transformation efficiencies from published documents using LiAc competent cells (yeast strains, LP2752-4B and RS109-2A) is compared to data collected using LiCsAc competent cells and electroporation. Results show that transformation efficiency using LiCsAc is comparable to that of documented data using LiAc for both strains. Strain RS109-2A may be less suitable for electroporation while electroporation of LP2752-4B is comparable to that of the LiCsAc method but less than that for the LiAc method.
1997-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI1390615
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
Cellular biology|Molecular biology
oai:digitalcommons.uncfsu.edu:dissertations-1026
2020-04-25T02:18:48Z
publication:dissertations
Knowledge, attitudes, and behavior of college students towards AIDS at a historically Black university
Van Horn, Amy Clare
The purpose of this study was to explore college students' attitudes towards the Autoimmune Deficiency Syndrome Virus (AIDS), to what extent preventive behavior and other cautionary behaviors have developed or exist because of the emergence of AIDS, and to assess the general knowledge of AIDS as a disease, with specific information pertaining to the viral modes of transmission. Demographic factors as well as a composite variable, self-efficacy, were studied in order to test their respective abilities to make predictions about the sampled college population's knowledge, attitudes, and behavior towards the AIDS virus. The sampled college population at the historically Black university yielded two significant findings: as feelings of self-efficacy increase, the more likely it is that the respondent is knowledgeable about AIDS; and as age increases, there is a decrease in respondents' preventive behavior towards the AIDS virus.
1997-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI1390622
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
Families & family life|Personal relationships|Sociology|Public health|African Americans|Behaviorial sciences|Educational sociology
oai:digitalcommons.uncfsu.edu:dissertations-1016
2020-04-25T02:18:47Z
publication:dissertations
Socio-demographic factors as predictors of attitudes toward unwed motherhood
Brown, Josie Gause
The purpose of this study was to determine the relationship between socio-demographic factors and attitudes toward unmarried women having children. The data for this study were extracted from the 1988 National Survey of Families and Households. Socio-demographic factors were found to be significant in predicting attitudes toward non-martial childbirth. The most significant predictor was age. Younger people in general are more likely than older people to approve of non-marital childbirth. Blacks were found to be more favorable than whites in approval of non-marital childbirth and inclusion of education in this model does not change the findings.
1997-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI1390612
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
Demographics|Womens studies
oai:digitalcommons.uncfsu.edu:dissertations-1031
2020-04-25T02:18:16Z
publication:dissertations
Mapping college composition: Intersection goals for teachers and students
King, Karis Lane
This thesis argues for intersection, the need to seek places where students' and teachers' goals intersect and where knowledge can take place. In college composition, writing is frequently taught as a technology needed to communicate what is known rather than a tool for learning. This thesis is an examination of such practices and an argument for writing as a tool for constructing knowledge. Chapter one is an overview of current practices in composition. Chapter two introduces an argument that opposes social constructionist teaching practices. Chapter three examines the Cognitive-scientific, Current-Traditional and Expressivist theoretical approaches. Chapters four and five argue for a democratic approach to teaching and learning through writing by mapping the versions of reality present in a classroom and seeking negotiation places where these versions may intersect.
2000-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI1406423
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
Rhetoric|Composition|Language arts
oai:digitalcommons.uncfsu.edu:dissertations-1024
2020-04-25T02:18:46Z
publication:dissertations
Mate selection preferences among African Americans
Ramirez, Shevelle Antionette
This study examined mate selection choices among African Americans. Data were obtained from the National Survey of Families and Households. Conducted in 1987-88, respondents were African American males and females between nineteen to thirty-five. The purpose of the study was to examine the extent to which the mate selection preferences of African Americans are consistent with those reported for other racial/ethnic groups. Previous research seems to indicate that there may be a different set of variables that affect the mate selection choices of African Americans. Findings showed that African Americans have similar mate selection preferences as whites. African American women chose mates based on economic considerations and African American men valued physical characteristics. Gender was the strongest correlate and predictor of the various mate selection preferences among respondents, followed by age, and whether they had been previously married or never married. These findings supported a social exchange theoretical framework. In mate selection as in other areas of personal relationships, individuals attempt to make rational choices and to assess the rewards and costs of their relationship statuses.
1997-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI1390620
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
Individual & family studies|Black studies|African American Studies
oai:digitalcommons.uncfsu.edu:dissertations-1025
2020-04-25T02:18:49Z
publication:dissertations
Postmodern literature and Christian commitment
Richardson, Martha Jeanne Henson
Postmodernism is an abstract term for art; postmodern literature helps us to identify ourselves in the world in relation to culture. Postmodern art opposes absolutes, displays human selfishness, and embodies the struggle between good and evil. The Canon is a basic. Delwin Brown helps identify the place of the Canon in relation to chaos. Can Christian commitment continue in the culture of postmodern literature? YES. I read postmodern literature as lacking spirituality; nevertheless, I agree with D. H. Lawrence who says one has to be spiritual to create art. I wonder if postmodernism is a fuzzy term and Christian commitment is a clear truth and the answer for postmodern mankind. I argue for educators to study the Bible selections when included in the curriculum. The Scriptures wrestle with the nature of good and evil, and help overcome postmodernism's alienation, social disintegration, personal despair, and egocentrism.
1997-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI1390621
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
Literature|Theology|Philosophy|Religion|Philosophy
oai:digitalcommons.uncfsu.edu:dissertations-1028
2022-02-03T04:28:31Z
publication:dissertations
Demographic correlates of religiosity in the African American community
Blount, Stacye Annyna
The purpose of this study was to determine the relationship between socio-demographic factors, socio-economic factors, a religious socialization variable, and participation in organizational and non-organizational religious activities. The strongest correlates for the dependent composite variables, organizational and non-organizational religious participation, were attitude toward formal religious socialization of children, age, and gender. Respondents who believe that it is important to take children to church were more likely to participate in organizational and non-organizational religious activities than those respondents who did not believe it was important to take children to church. Older respondents were more likely than their younger counterparts to participate in organizational and non-organizational religious activities. Female respondents were more likely than male respondents to participate in organizational religious activities.
2000-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI1406420
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
Ethnic studies|Demography|Black studies|Religion|African American Studies
oai:digitalcommons.uncfsu.edu:dissertations-1022
2020-04-25T02:18:40Z
publication:dissertations
An analysis of the effect of lead chloride on the fidelity of DNA synthesis
Pittman, Scheherazade
Exposure to lead has been identified to be mutagenic and to induce chromosome abnormalities in man. This research focused on an analysis of the mutagenic effects of lead chloride on the fidelity of in vitro DNA synthesis by exonuclease-deficient E. coli DNA polymerase I. Errors in DNA synthesis caused by the presence of lead chloride have been quantified utilizing the M13mp2 lac Z $\alpha$-complementation assay that measures a variety of errors occurring during synthesis of a 250 base pair target of the lac Z gene. A dose-dependent relationship was shown to exist between the mutation frequency and the lead chloride concentrations. A maximum increase in the mutation frequency of approximately 2.5-fold (compared with the control) was observed at a lead chloride concentration of 0.125 mM. The results of the investigation will form the basis for providing details of the specificity of lead-induced mutagenesis and insight into the mechanism of metal-induced mutagenesis.
1997-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI1390618
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
Molecular biology|Biochemistry
oai:digitalcommons.uncfsu.edu:dissertations-1020
2020-04-25T02:18:41Z
publication:dissertations
Analysis of cadmium chloride effect on the fidelity of in vitro DNA synthesis
Locklear-Mariani, Gertie
The present study investigated the mutagenic effect of cadmium chloride, a known carcinogen, on the fidelity of DNA synthesis. The hypothesis that CdCl2 would reduce the fidelity of in vitro DNA synthesis and that the effect is dose dependent was tested. An in vitro fidelity assay, the M13mp2LacZ $\alpha$-complementation assay was used in this analysis. A concentration range of 0.1 mM to 2.0 mM CdCl$\sb2$ was used to determine the effect of CdCl$\sb2$ on the induction of mutations during synthesis of a 250 base target region of DNA. Analysis of reaction products indicated that CdCl$\sb2$ inhibits gap-filling DNA synthesis by exonuclease-deficient E. coli DNA polymerase I (Klenow fragment) at concentrations greater than 0.4 mM. Complete gap-filling synthesis was obtained in the CdCl$\sb2$ range of 0.1 to 0.4 mN. Results from analysis of DNA synthesis products indicated that at these concentrations CdCl$\sb2$ is not mutagenic and, in fact, demonstrated a slight anti-mutagenic effect. These results are consistent with published reports showing the Cd$\sp{2+}$ fails to demonstrate a mutagenic effect in other assays done in bacterial systems. The significance of the observed antimutagenic effect may be the subject of future study.
1997-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI1390616
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
Biochemistry|Chemistry|Molecular biology|Oncology
oai:digitalcommons.uncfsu.edu:dissertations-1030
2020-04-25T02:18:15Z
publication:dissertations
Gender differences, social support, and alcohol consumption among college students with depressive symptoms
Johnson, Sylvia De Vone
This study examined the relationship between gender, social support and alcohol consumption among college students with depressive symptoms. A sample of 105 undergraduate students, (67 females and 38 males) between the ages of 18–21 enrolled in a small historically Black Institution in the Southeast were the participants. Participants completed three instruments. A Demographic Questionnaire which assessed standard demographic indices, history of mental health, and alcohol consumption; The Center for Epidemiologic Studies Depression scale (CES-D), which assessed depressive symptoms; and the Social Support Questionnaire Short Form (SSQSR), which assessed number of perceived available supports and levels of satisfaction with support. Analysis of variance revealed no significant difference between female and male reported levels of depressive symptoms. As predicted, Pearson correlation revealed a significant and inverse relation between levels of social support and levels of depressive symptoms. Lastly, no relationship was found between alcohol consumption and depressive symptoms. Implications for college programmatic activities, preventive interventions, and study limitations are discussed.
1998-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI1406422
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
Educational psychology|Behaviorial sciences|Public health|Psychotherapy|African Americans
oai:digitalcommons.uncfsu.edu:dissertations-1021
2020-04-25T02:18:45Z
publication:dissertations
The landscape of Holocaust poetry
Mozingo, Michael Theodore
Holocaust poetry is a testimony to the power of language and the ability of the Holocaust poet to meet the challenge of forming a new reality from chaos. The poet through language has created tributes to the six million Jews murdered during World War II. This thesis explores a body of Holocaust poetry. There is an attempt to identify what separates Holocaust poetry from other poetry with special emphasis on the motifs that create the surreal landscape of the poetry. Also, there is an analysis of the poetry in the canon of twentieth-century literature with regard to modernism, the tragic vision, and social protest poetry. Exploring the world of Holocaust poetry assists the reader in articulating a response to the Holocaust with a new vision of the surreal landscape. Here, the surreal landscape is tested and the poet finds a voice in the midst of devastation. The surreal landscape is a testimony to the power of language and the poet's ability to find a form and shape to mirror the unspeakable.
1997-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI1390617
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
Literature
oai:digitalcommons.uncfsu.edu:dissertations-1027
2020-04-25T02:18:42Z
publication:dissertations
A survey of the criticism of Stephen Crane's poetry
Mitchler, Sharon J
Although Stephen Crane's fiction is widely read and criticized, there has been significantly less written about his poetry. Since the poems' first publication, critics have struggled with their placement in the literary canon. His critics' discussions have moved from derision, to confusion, and eventually, when opinions finally stabilized more than sixty years after Crane's death, to respect for the poems. Stephen Crane's approximately 135 poems are amazingly similar to each other. There have been a number of explanations. The fact that Crane wrote his poems in a relatively brief period is one. Two other suggestions are that he died before he had a chance to mature as a poet, and that he wrote his poetry outside the influence of other major poets of his time. Although the critics have not reached a conclusive answer to this question, they continue to write about his poems, through scholarly writing and the Internet.
1997-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI1391114
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
American literature
oai:digitalcommons.uncfsu.edu:dissertations-1023
2020-04-25T02:18:44Z
publication:dissertations
The Fayetteville Independent Light Infantry: Citizen soldiers of Cumberland County, 1793-1997
Raby, Roy Scott
This research is being conducted on Cumberland County militia with specific focus on the Fayetteville Independent Light Infantry. This volunteer unit's longevity as a continuously active para-military organization has not been explored. Also the contribution and usefullness of such an organization to the community are of interest. Much has been written on how the family, frontier lifestyle, democratic political atmosphere and church were instrumental in the development of the American individual. However, militia was also an important institution in this development, of which little is historically attributed to its contribution. It is believed that this research will provide information supportive of the theory that militia was an important part of the community in ways other than defense from attack. The last extensive work written on this unit was done almost one hundred years ago, thus leaving their story unfinished. Today, little is publicly known about the Fayetteville Independent Light Infantry, its past, or its current missions.
1997-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI1390619
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
American history
oai:digitalcommons.uncfsu.edu:dissertations-1032
2012-03-08T03:23:24Z
publication:dissertations
Food as metaphor in the oral history of the descendants of the inhabitants of Shackleford Banks
MacKethan, Marcia Richardson
This thesis will identify the aspects of the oral history of the descendants of the inhabitants of Shackleford Banks, North Carolina, regarding recurring foodstuffs motifs and their metaphorical implications in this oral history. As very little American research has been done in the area of folk foods, the paper will endeavor to identify national, regional and local folk foods and their origins, symbolism, and relevancy to the origins and symbolism of the folk foods of the Shackleford Banks area. Balancing traditional research with original field work, the paper will demonstrate that the types of foods eaten in the area as well as their methods of preparation are metaphors for the culture itself. This area has until recently been geographically isolated, and, though readily accessible today, it remains still a homogenous and largely closed-to-outsiders society, making it an ideal topic for such research. ^
1998-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI1406424
ETD Collection for Fayetteville State University
EN
DigitalCommons@Fayetteville State University
Anthropology, Cultural|History, United States|Folklore|Literature, American
oai:digitalcommons.uncfsu.edu:dissertations-1034
2020-04-25T02:18:11Z
publication:dissertations
Examination of the putative antimutagenic effect of selenium compounds on in vitro DNA synthesis by Escherichia coli DNA polymerase I
Snead, Kimberly Neshell
Selenium compounds are recognized as being both anticarcinogenic and toxic. In this research project the antimutagenic effects of SeCl 4 during in vitro gap-filling DNA synthesis are being analyzed using the M13mp2 Lac Z ∝-complementation assay. In vitro DNA synthesis reactions catalyzed by exonuclease deficient E. coli DNA polymerase I (Klenow fragment) were carried out under various experimental conditions including varying concentrations of SeCl 4 (0 to 4.0 mM) and deoxynucleotide (dNTP) pool bias. SeCl4 concentrations higher than 0.2 mM inhibited DNA synthesis and caused apparent DNA degradation. For reactions showing complete DNA synthesis, there was not a decrease in mutational frequency compared to the control containing no SeCl 4, using either balanced dNTP concentrations or dNTP pool bias conditions. In contrast to SeCl4, seleno-L-methionine did not inhibit DNA synthesis and showed a slight but inconsistent decrease in mutation frequency. These data indicate that the selenium compounds tested are not antimutators during in vitro DNA synthesis.
1999-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI1406426
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
Biochemistry
oai:digitalcommons.uncfsu.edu:dissertations-1033
2020-04-25T02:18:13Z
publication:dissertations
Socio-demographic factors as predictors of knowledge of AIDS among the older population
Ortiz, Carolyn Williams
The purpose of this study was to determine the relationship between socio-demographic factors and knowledge of AIDS among older persons over 55. The data for this study was extracted from the 1992 National Health Interview Survey related to AIDS knowledge and attitudes. Age was found to be significantly related to knowledge of AIDS, with persons over 55 displaying less knowledge of AIDS than younger persons. Socio-demographic factors among this age category were also explored. Education was the strongest predictor. Older persons who had higher educations and family incomes were more likely to know more about AIDS. Older women were more likely to know more about AIDS than men. African-Americans as well as persons who lived in the South and Northeast were found more likely to know less about AIDS.
2000-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI1406425
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
Demographics|Gerontology|Public health
oai:digitalcommons.uncfsu.edu:macsc_wp-1000
2006-01-26T13:56:39Z
publication:macsc_wp
publication:coas
publication:macsc
Exploring Process Groups for Reliability, Availability and Serviceability of Terascale Computing Systems
Okunbor, Daniel I
Engelmann , Christian
Scott, Stephen L
This paper presents various aspects of reliability, availability and serviceability (RAS) systems as they relate to group communication service, including reliable and total order multicast/broadcast, virtual synchrony, and failure detection. While the issue of availability, particularly high availability using replication-based architectures has recently received upsurge research interests, much still have to be done in understanding the basic underlying concepts for achieving RAS systems, especially in high-end and high performance computing (HPC) communities. Various attributes of group communication servic and the prototype of symmetric active replication following ideas utilized in the Newtop protocol will be discussed. We explore the application of group communication service for RAS HPC, laying the groundwork for its integrated model.
2006-01-26T08:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/macsc_wp/1
https://digitalcommons.uncfsu.edu/context/macsc_wp/article/1000/viewcontent/okunbor.pdf
Math and Computer Science Faculty Working Papers
DigitalCommons@Fayetteville State University
RAS HPC
Terascale
Newtop
oai:digitalcommons.uncfsu.edu:iswkj-1000
2006-03-11T15:14:11Z
publication:iswkj
publication:coas
Attitudes of the Residents of a Small Southern County Toward LatinosThe
Martin, Ronnie
The rate of immigration has increased dramatically as a result of changes in the global economy, ethnic and political conflict, and the increased availability of communication and transportation networks. This increased immigration has caused much resistance and tension among the countries experiencing an influx of immigrants (Esses, Jackson & Armstrong, 1998). In America, which has a long history of anti-immigration sentiment, immigrant are met with ambivalence. This article reports the results of a survey designed to show the attitudes of the residents of small southern county toward Latinos. A community-based sample (N=173) from a small southern was asked to complete a survey on attitudes toward Latinos. The literature suggests that attitudes toward Latino immigrants in rural areas are for the most part negative. Contrary to the literature, the survey data indicate a positive attitude toward Latinos. Although there were areas of negative opinion concerning Latinos, the survey data suggest that the bias and negative attitudes toward Latinos by residents of a small, rural county is somewhat exaggerated.
2006-03-20T12:44:45Z
text
application/pdf
https://digitalcommons.uncfsu.edu/iswkj/vol1/iss1/1
https://digitalcommons.uncfsu.edu/context/iswkj/article/1000/viewcontent/Attitudes_of_the_residents_of_a_small.pdf
Interdisciplinary Social Work Journal
DigitalCommons@Fayetteville State University
Latinos
Immigrants
Attitudes
Survey
oai:digitalcommons.uncfsu.edu:iswkj-1001
2006-03-11T15:31:41Z
publication:iswkj
publication:coas
Clinical Process in Mentoring: A Theoretical Process
Odiah, Chukwuyem
McCollough, Annie, Chavis
Moore-Brown, Terri
The ecosystems perspective is a metaphor that provides an understanding about the reciprocal transactions that take place between people and the social environment in which they function. Therefore, people and environments are part of a holistic system in which each shapes the other. This paper suggests that this perspective can be elucidated and adapted to conceptualize the environmental component of mentoring focus. The paper further proposes that such a conceptual perspective will provide mentors with a symbolic representation or picture of an individual's view of the world.
2006-03-20T12:45:47Z
text
application/pdf
https://digitalcommons.uncfsu.edu/iswkj/vol1/iss1/2
https://digitalcommons.uncfsu.edu/context/iswkj/article/1001/viewcontent/Critical_process_in_mentoring_a_theoretical_process.pdf
Interdisciplinary Social Work Journal
DigitalCommons@Fayetteville State University
Mentoring
Critical Process
Ecosystem perspective
oai:digitalcommons.uncfsu.edu:iswkj-1002
2006-03-11T15:36:45Z
publication:iswkj
publication:coas
Elder Abuse
Juma, Linda
Juma, Booker
The great majority of older people live on their own or with their spouses, children, siblings, or other relatives--not in institutional settings. When elder abuse happens, family, other household members, and paid care givers usually are the abusers. There is no single pattern of elder abuse in the home. Sometimes the abuse is a continuation of long-standing patterns of physical or emotional abuse within the family. Perhaps, more commonly, the abuse is related to changes in living situations and relationships brought about by the older person's growing frailty and dependence on others for companionship and for meeting basic needs.
2006-03-20T12:45:49Z
text
application/pdf
https://digitalcommons.uncfsu.edu/iswkj/vol1/iss1/5
https://digitalcommons.uncfsu.edu/context/iswkj/article/1002/viewcontent/Elder_abuse.pdf
Interdisciplinary Social Work Journal
DigitalCommons@Fayetteville State University
Elder Abuse
oai:digitalcommons.uncfsu.edu:iswkj-1004
2006-03-11T15:49:49Z
publication:iswkj
publication:coas
Teachers' Strategies in The Identification, Change and Retention of Deviant Students
Bangura, Abdul K
Kamalu, Ngozi C
This paper is about assisting teachers to identify and help to change and retain deviant students. The major focus is on the instruction and training of teachers on how alcohol and drugs affect a person's body and behavior, and the effective methods for helping to change that behavior. In order to accomplish this objective, the paper is divided into following separate, but interrelated, sections: introduction; teachers can make a difference; a theoretical reverberation on alcohol, drugs and deviant behavior; the physiology of alcohol and drug abuse; politeness strategies for communicating with deviant students; the teacher as decision-maker; the teacher as leader; the teacher as conflict resolver; then conclusion.
2006-03-20T12:45:48Z
text
application/pdf
https://digitalcommons.uncfsu.edu/iswkj/vol1/iss1/3
https://digitalcommons.uncfsu.edu/context/iswkj/article/1004/viewcontent/Teachers_strategies_in_the_identification_change_and_retention.pdf
Interdisciplinary Social Work Journal
DigitalCommons@Fayetteville State University
Deviance
Classroom
Drugs
Teachers' Strategies
oai:digitalcommons.uncfsu.edu:iswkj-1003
2006-03-11T15:45:44Z
publication:iswkj
publication:coas
Social Implications of Female Circumcision for Human Rights
Okeagu, Jonas E
Ademiluyi, Adegoke O
Okeagu, Cinyere I
Onuoha, Chinwe
Abokor, Abdirahman Y
Female Circumcision is carried out for reasons that include cultural and gender identity; social and cultural control of women's sexuality and reproductive functions; beliefs about hygiene, aesthetics, health and religion. There is the fear that the girl might bring shame to the family by being sexually active and becoming pregnant before marriage. Female Circumcision is a manifestation of gender-based human rights violations, which aim to control women's sexuality and autonomy. It is one of the many forms of social injustice, which women suffer worldwide. Female Circumcision is an act of barbarism, savagery, torture, and maiming, which deprives women of their femininity, especially wotj regard to sexual sensitivity and pleasure. It is a denial of the fundamental and inherent human rights of women to an intact body, physical and moral integrity, freedom from discrimination and the highest standard of health. Cultural claims should not be invoked to justify the violation of human rights.
2006-03-20T12:45:48Z
text
application/pdf
https://digitalcommons.uncfsu.edu/iswkj/vol1/iss1/4
https://digitalcommons.uncfsu.edu/context/iswkj/article/1003/viewcontent/Social_implications_of_female_circumcision.pdf
Interdisciplinary Social Work Journal
DigitalCommons@Fayetteville State University
Female Circumcision
oai:digitalcommons.uncfsu.edu:swk_faculty_wp-1000
2008-04-30T14:35:57Z
publication:swk
publication:swk_faculty_wp
publication:coas
Mentorship and the Female College President
Moore-Brown, Terri
Despite the increase in the number of women college presidents, the percentage of female college presidents is disproportionately low. Results of some studies imply that mentorship is one factor that facilitates women's climb up the administrative ladder to college presidency, This study was designed to examine mentoring relationships among female college presidents. A sample of 91 female presidents at selected independent colleges was surveyed about mentor and mentee relationships and demographics. Findings demonstrate that a majority of the respondents had primary mentors (56%) and also served as mentors (64.4%) to others. Mentorship and multiple mentoring relationships are invaluable in advancing women through the ranks of higher education administration and for increasing the number of female college presidents.
2006-04-01T08:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/swk_faculty_wp/1
https://digitalcommons.uncfsu.edu/context/swk_faculty_wp/article/1000/viewcontent/Mentorship.pdf
Social Work Faculty Working Papers
DigitalCommons@Fayetteville State University
mentoring
administrative ladder
female college presidents
oai:digitalcommons.uncfsu.edu:pfa_wp-1004
2006-05-10T19:00:12Z
publication:pfa
publication:pfa_wp
publication:coas
Great Day
Curtis, Marvin V
1981-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/pfa_wp/5
https://digitalcommons.uncfsu.edu/context/pfa_wp/article/1004/viewcontent/Great_day.pdf
Performing and Fine Arts Faculty Working Papers
DigitalCommons@Fayetteville State University
choral
Sheet Music
oai:digitalcommons.uncfsu.edu:pfa_wp-1005
2006-05-10T17:35:37Z
publication:pfa
publication:pfa_wp
publication:coas
Home In a Dat Rock
Curtis, Marvin V
1987-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/pfa_wp/6
https://digitalcommons.uncfsu.edu/context/pfa_wp/article/1005/viewcontent/Home_in_a_dat_rock.pdf
Performing and Fine Arts Faculty Working Papers
DigitalCommons@Fayetteville State University
choral
Sheet Music
oai:digitalcommons.uncfsu.edu:pfa_wp-1012
2006-05-10T17:50:22Z
publication:pfa
publication:pfa_wp
publication:coas
Peter...Do You Love Me?
Curtis, Marvin V
1982-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/pfa_wp/12
https://digitalcommons.uncfsu.edu/context/pfa_wp/article/1012/viewcontent/Peter_do_you_love_me.pdf
Performing and Fine Arts Faculty Working Papers
DigitalCommons@Fayetteville State University
choral
Sheet Music
oai:digitalcommons.uncfsu.edu:pfa_wp-1001
2006-05-10T19:07:44Z
publication:pfa
publication:pfa_wp
publication:coas
Gloria
Curtis, Marvin V
1988-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/pfa_wp/2
https://digitalcommons.uncfsu.edu/context/pfa_wp/article/1001/viewcontent/Gloria.pdf
Performing and Fine Arts Faculty Working Papers
DigitalCommons@Fayetteville State University
choral
Sheet Music
oai:digitalcommons.uncfsu.edu:pfa_wp-1013
2006-05-10T17:51:31Z
publication:pfa
publication:pfa_wp
publication:coas
Praising Song
Curtis, Marvin V
1979-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/pfa_wp/13
https://digitalcommons.uncfsu.edu/context/pfa_wp/article/1013/viewcontent/Praising_song.pdf
Performing and Fine Arts Faculty Working Papers
DigitalCommons@Fayetteville State University
choral
Sheet Music
oai:digitalcommons.uncfsu.edu:pfa_wp-1007
2006-05-10T18:58:22Z
publication:pfa
publication:pfa_wp
publication:coas
In His Arms
Curtis, Marvin V
1989-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/pfa_wp/8
https://digitalcommons.uncfsu.edu/context/pfa_wp/article/1007/viewcontent/In_his_arms.pdf
Performing and Fine Arts Faculty Working Papers
DigitalCommons@Fayetteville State University
choral
Sheet Music
oai:digitalcommons.uncfsu.edu:pfa_wp-1009
2006-05-10T17:44:52Z
publication:pfa
publication:pfa_wp
publication:coas
A Message For Today
Curtis, Marvin V
1988-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/pfa_wp/10
https://digitalcommons.uncfsu.edu/context/pfa_wp/article/1009/viewcontent/Message_for_today.pdf
Performing and Fine Arts Faculty Working Papers
DigitalCommons@Fayetteville State University
choral
Sheet Music
oai:digitalcommons.uncfsu.edu:pfa_wp-1003
2006-05-10T19:01:06Z
publication:pfa
publication:pfa_wp
publication:coas
Go Tell It On The Mountain
Curtis, Marvin V
1992-05-10T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/pfa_wp/4
https://digitalcommons.uncfsu.edu/context/pfa_wp/article/1003/viewcontent/Go_tell_it_on_the_mountain.pdf
Performing and Fine Arts Faculty Working Papers
DigitalCommons@Fayetteville State University
choral
Sheet Music
oai:digitalcommons.uncfsu.edu:pfa_wp-1000
2006-05-10T19:08:06Z
publication:pfa
publication:pfa_wp
publication:coas
Celebration Alleluia
Curtis, Marvin V
1989-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/pfa_wp/1
https://digitalcommons.uncfsu.edu/context/pfa_wp/article/1000/viewcontent/Celebration_alleluia.pdf
Performing and Fine Arts Faculty Working Papers
DigitalCommons@Fayetteville State University
choral
Sheet Music
oai:digitalcommons.uncfsu.edu:pfa_wp-1010
2006-05-10T17:46:14Z
publication:pfa
publication:pfa_wp
publication:coas
A New Song
Curtis, Marvin V
1986-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/pfa_wp/23
https://digitalcommons.uncfsu.edu/context/pfa_wp/article/1010/viewcontent/New_song.pdf
Performing and Fine Arts Faculty Working Papers
DigitalCommons@Fayetteville State University
choral
Sheet Music
oai:digitalcommons.uncfsu.edu:pfa_wp-1014
2006-05-10T17:54:22Z
publication:pfa
publication:pfa_wp
publication:coas
Psalm And Alleluia
Curtis, Marvin V
1981-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/pfa_wp/14
https://digitalcommons.uncfsu.edu/context/pfa_wp/article/1014/viewcontent/Psalm_and_alleluia.pdf
Performing and Fine Arts Faculty Working Papers
DigitalCommons@Fayetteville State University
choral
Sheet Music
oai:digitalcommons.uncfsu.edu:pfa_wp-1008
2006-05-10T18:57:27Z
publication:pfa
publication:pfa_wp
publication:coas
Let The Redeemed Of The Lord Say Thanks
Curtis, Marvin V
1992-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/pfa_wp/9
https://digitalcommons.uncfsu.edu/context/pfa_wp/article/1008/viewcontent/Let_the_redeemed_of_the_lord_say_thanks.pdf
Performing and Fine Arts Faculty Working Papers
DigitalCommons@Fayetteville State University
choral
Sheet Music
oai:digitalcommons.uncfsu.edu:pfa_wp-1006
2006-05-10T18:59:27Z
publication:pfa
publication:pfa_wp
publication:coas
Hymn Of Consecration
Curtis, Marvin V
1994-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/pfa_wp/7
https://digitalcommons.uncfsu.edu/context/pfa_wp/article/1006/viewcontent/Hymn_of_consecration.pdf
Performing and Fine Arts Faculty Working Papers
DigitalCommons@Fayetteville State University
choral
Sheet Music
oai:digitalcommons.uncfsu.edu:pfa_wp-1015
2006-05-10T18:17:38Z
publication:pfa
publication:pfa_wp
publication:coas
Ring Out Those Bells
Curtis, Marvin V
1987-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/pfa_wp/15
https://digitalcommons.uncfsu.edu/context/pfa_wp/article/1015/viewcontent/Ring_out_those_bells.pdf
Performing and Fine Arts Faculty Working Papers
DigitalCommons@Fayetteville State University
choral
Sheet Music
oai:digitalcommons.uncfsu.edu:pfa_wp-1002
2006-05-10T19:01:53Z
publication:pfa
publication:pfa_wp
publication:coas
Glory To God
Curtis, Marvin V
1984-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/pfa_wp/3
https://digitalcommons.uncfsu.edu/context/pfa_wp/article/1002/viewcontent/Glory_to_God.pdf
Performing and Fine Arts Faculty Working Papers
DigitalCommons@Fayetteville State University
choral
Sheet Music
oai:digitalcommons.uncfsu.edu:pfa_wp-1011
2006-05-10T17:48:34Z
publication:pfa
publication:pfa_wp
publication:coas
O Let Us Sing
Curtis, Marvin V
1983-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/pfa_wp/11
https://digitalcommons.uncfsu.edu/context/pfa_wp/article/1011/viewcontent/O_let_us_sing.pdf
Performing and Fine Arts Faculty Working Papers
DigitalCommons@Fayetteville State University
choral
Sheet Music
oai:digitalcommons.uncfsu.edu:pfa_wp-1016
2006-05-10T18:19:15Z
publication:pfa
publication:pfa_wp
publication:coas
Roll, Jordan Roll
Curtis, Marvin V
1987-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/pfa_wp/16
https://digitalcommons.uncfsu.edu/context/pfa_wp/article/1016/viewcontent/Roll_jordan_roll.pdf
Performing and Fine Arts Faculty Working Papers
DigitalCommons@Fayetteville State University
choral
Sheet Music
oai:digitalcommons.uncfsu.edu:pfa_wp-1017
2006-05-10T18:21:19Z
publication:pfa
publication:pfa_wp
publication:coas
Sit At d'Lamb's Table
Curtis, Marvin V
1979-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/pfa_wp/17
https://digitalcommons.uncfsu.edu/context/pfa_wp/article/1017/viewcontent/Sit_at_d_Lambs_table.pdf
Performing and Fine Arts Faculty Working Papers
DigitalCommons@Fayetteville State University
choral
Sheet Music
oai:digitalcommons.uncfsu.edu:pfa_wp-1021
2006-05-10T18:26:50Z
publication:pfa
publication:pfa_wp
publication:coas
Worship The Lord
Curtis, Marvin V
1976-05-10T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/pfa_wp/21
https://digitalcommons.uncfsu.edu/context/pfa_wp/article/1021/viewcontent/Worship_the_Lord.pdf
Performing and Fine Arts Faculty Working Papers
DigitalCommons@Fayetteville State University
choral
Sheet Music
oai:digitalcommons.uncfsu.edu:pfa_wp-1019
2006-05-10T18:24:34Z
publication:pfa
publication:pfa_wp
publication:coas
This Day
Curtis, Marvin V
1990-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/pfa_wp/19
https://digitalcommons.uncfsu.edu/context/pfa_wp/article/1019/viewcontent/This_day.pdf
Performing and Fine Arts Faculty Working Papers
DigitalCommons@Fayetteville State University
choral
Sheet Music
oai:digitalcommons.uncfsu.edu:pfa_wp-1020
2006-05-10T18:25:52Z
publication:pfa
publication:pfa_wp
publication:coas
We Sing With Joy
Curtis, Marvin V
1988-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/pfa_wp/20
https://digitalcommons.uncfsu.edu/context/pfa_wp/article/1020/viewcontent/We_sing_with_joy.pdf
Performing and Fine Arts Faculty Working Papers
DigitalCommons@Fayetteville State University
choral
Sheet Music
oai:digitalcommons.uncfsu.edu:pfa_wp-1018
2006-05-10T18:22:26Z
publication:pfa
publication:pfa_wp
publication:coas
Testament
Curtis, Marvin V
1990-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/pfa_wp/18
https://digitalcommons.uncfsu.edu/context/pfa_wp/article/1018/viewcontent/Testament.pdf
Performing and Fine Arts Faculty Working Papers
DigitalCommons@Fayetteville State University
choral
Sheet Music
oai:digitalcommons.uncfsu.edu:pfa_wp-1022
2006-05-10T18:27:55Z
publication:pfa
publication:pfa_wp
publication:coas
Yes, Oh Yes
Curtis, Marvin V
1982-05-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/pfa_wp/22
https://digitalcommons.uncfsu.edu/context/pfa_wp/article/1022/viewcontent/Yes_oh_yes.pdf
Performing and Fine Arts Faculty Working Papers
DigitalCommons@Fayetteville State University
choral
Sheet Music
oai:digitalcommons.uncfsu.edu:govt_hist_wp-1001
2006-06-13T17:25:06Z
publication:govhist
publication:govt_hist_wp
publication:coas
Institutional Inertia to Achieving Diversity: Transforming Resistance into Celebration
Greenman, Nancy P
Kimmel, Ellen B
Bannan, Hellen M
Radford-Curry, Blanche
1992-06-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/govt_hist_wp/2
https://digitalcommons.uncfsu.edu/context/govt_hist_wp/article/1001/viewcontent/Institutional_inertia_to_achieving_diversity.pdf
Government and History Faculty Working Papers
DigitalCommons@Fayetteville State University
Diversity
Resistance
oai:digitalcommons.uncfsu.edu:govt_hist_wp-1000
2006-06-13T17:13:57Z
publication:govhist
publication:govt_hist_wp
publication:coas
On The Social Construction of a Women's and Gender Studies Major
Radford-Curry, Blanche
Green, Judith M
Harrison, Suzan
Johnston, Carolyn
Lucas, Linda E
1994-06-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/govt_hist_wp/1
https://digitalcommons.uncfsu.edu/context/govt_hist_wp/article/1000/viewcontent/On_the_social_construction_of_a_women_s_and_gender.pdf
Government and History Faculty Working Papers
DigitalCommons@Fayetteville State University
Social Construction
Gender Studies
Academia
oai:digitalcommons.uncfsu.edu:govt_hist_wp-1006
2006-06-30T15:04:22Z
publication:govhist
publication:govt_hist_wp
publication:coas
Alain Locke: A Paradigm for Transformative Education- Addressing the Relationship of Knowledge
Radford-Curry, Blanche
2006-06-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/govt_hist_wp/7
https://digitalcommons.uncfsu.edu/context/govt_hist_wp/article/1006/viewcontent/Alain_Locke_a_paradigm_for_transformative_education.pdf
Government and History Faculty Working Papers
DigitalCommons@Fayetteville State University
Education
Philosopy
Organon
Alain Locke
oai:digitalcommons.uncfsu.edu:govt_hist_wp-1004
2006-06-30T14:56:05Z
publication:govhist
publication:govt_hist_wp
publication:coas
Racism and Sexism Twenty-First-Century Challenges for Feminists
Radford-Curry, Blanche
2006-06-30T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/govt_hist_wp/5
https://digitalcommons.uncfsu.edu/context/govt_hist_wp/article/1004/viewcontent/Racism_and_sexism_twenty_first_century_challenges.pdf
Government and History Faculty Working Papers
DigitalCommons@Fayetteville State University
Racism
Sexism
Future
Philosophy
oai:digitalcommons.uncfsu.edu:govt_hist_wp-1005
2006-06-30T14:58:59Z
publication:govhist
publication:govt_hist_wp
publication:coas
Mothers Confronting Racism
Radford-Curry, Blanche
1996-06-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/govt_hist_wp/6
https://digitalcommons.uncfsu.edu/context/govt_hist_wp/article/1005/viewcontent/Mothers_confronting_racism.pdf
Government and History Faculty Working Papers
DigitalCommons@Fayetteville State University
Parenting
Racism
Philosophy
oai:digitalcommons.uncfsu.edu:govt_hist_wp-1003
2006-06-30T14:45:38Z
publication:govhist
publication:govt_hist_wp
publication:coas
Notorious Philosopher: The Transformative Life and Work of Angela Davis
Green, Judith M
Radford-Curry, Blanche
1996-06-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/govt_hist_wp/4
https://digitalcommons.uncfsu.edu/context/govt_hist_wp/article/1003/viewcontent/Notorious_philosopher_the_transformative_life_and_work_of_Angela_Davis.pdf
Government and History Faculty Working Papers
DigitalCommons@Fayetteville State University
Angela Davis
Philosopy
oai:digitalcommons.uncfsu.edu:govt_hist_wp-1002
2006-06-30T14:50:19Z
publication:govhist
publication:govt_hist_wp
publication:coas
Whiteness and Feminism: Deja Vu Discourses- Whats Next ?
Radford-Curry, Blanche
2004-06-30T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/govt_hist_wp/3
https://digitalcommons.uncfsu.edu/context/govt_hist_wp/article/1002/viewcontent/Whitesness_and_feminism_Deja_Vu.pdf
Government and History Faculty Working Papers
DigitalCommons@Fayetteville State University
Whiteness
Feminism
oai:digitalcommons.uncfsu.edu:soe_faculty_wp-1000
2006-09-12T19:21:19Z
publication:soe
publication:soe_faculty_wp
Pathways to Student Success at Fayetteville State Universiy
Bryan, T J
2006-09-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/soe_faculty_wp/1
https://digitalcommons.uncfsu.edu/context/soe_faculty_wp/article/1000/viewcontent/Dr_T_J_Bryan.pdf
Faculty Working Papers from the School of Education
DigitalCommons@Fayetteville State University
HBCU
educational leadership
student success
Educational Leadership
oai:digitalcommons.uncfsu.edu:soe_faculty_wp-1005
2013-05-31T22:57:52Z
publication:soe
publication:soe_faculty_wp
Advising the First-Generation College Student: Effective Retention Tools for Colleges and Universities
Hicks, Terence
2002-12-02T08:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/soe_faculty_wp/6
https://digitalcommons.uncfsu.edu/context/soe_faculty_wp/article/1005/viewcontent/auto_convert.pdf
Faculty Working Papers from the School of Education
DigitalCommons@Fayetteville State University
Education
Student Retention
first-generation students
Higher Education Administration
oai:digitalcommons.uncfsu.edu:soe_faculty_wp-1006
2007-02-10T17:02:21Z
publication:soe
publication:soe_faculty_wp
Assessing the Academic, Personal and Social Experiences of Pre-College Students
Hicks, Terence
This study examined the before-and-after effects of transitional summer programs at the University of Maryland-Eastern Shore, on pre-college students' perceptions, expectations, emotions, and knowledge about college. The study focused on academic, personal and social experiences, and how these changed throughout the course of the summer program. The participants (n=197) of this study were traditional, first-time, full-time pre-college students. The participants attended one of two six-week summer programs, the Louis Stokes Alliance for Minority Participation Program (LSAMP) or the Preparation and Adjustment for College Entrance Program (PACE). This study used a pre- and post-test, two-group comparison design with a quantitative component for collecting the data. This study found statistically significant differences among pre-college students, who participated in either a scholar's pre-college summer residential program (LSAMP) or in an at-risk pre-college summer residential program (PACE). The study also documented the impact of an intervention that focused on the academic achievement, study skills and the participation's perception of the academic, personal, and social aspects of attending college and their willingness to participate in an academic support intervention for pre-college students making that crucial transition to a postsecondary setting.
2005-01-01T08:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/soe_faculty_wp/7
https://digitalcommons.uncfsu.edu/context/soe_faculty_wp/article/1006/viewcontent/auto_convert.pdf
Faculty Working Papers from the School of Education
DigitalCommons@Fayetteville State University
Education
retention
Early admissions
Education
oai:digitalcommons.uncfsu.edu:soe_faculty_wp-1007
2013-06-13T00:10:12Z
publication:soe
publication:soe_faculty_wp
Academic Characteristics among First-Generation and Non-First-Generation College Students
Murphy, Catrina G
Hicks, Terence
The present study involved a sample (n = 203) of college students and investigated the differences in academic expectations of first-generation and non-first-generation undergraduates who attended a doctoral-granting public four-year historically Black university on the eastern shore of Maryland. There were 133 first-generation and 70 non-first-generation students. This study focused on the expressed needs of first-generation and non-first-generation college students to determine whether differences exist in academic expectations. In addition, this study sought to lead to an increase in the understanding of the academic expectations shared by first-year first-generation and non-first-generation college students. This study used an ex post facto design with a population of students who were enrolled in a Developmental Psychology, Abnormal Psychology or Introduction to Psychology course. The data were analyzed to assess the academic expectations that describe first-generation and non-first-generation students. This study, in spite of its limitations, has added to the body of existing literature supporting the academic expectations examined. Students who had parents with no college experience, students who had parents with some college experience, and students who had at least one parent with a bachelor’s degree were similar. However, they differed significantly regarding transferring to another institution before graduating and socializing with friends who are students at their institution. Students whose parents had no college experience were more likely to expect to stay at their institution until graduation instead of transferring and were more likely to expect to spend less time socializing with friends than other students. Administrators and student affairs professionals could consider these findings when recruiting, admitting, and retaining students. Programs could be developed which address students’ needs relative to their collegiate experience.
2006-03-01T08:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/soe_faculty_wp/8
https://digitalcommons.uncfsu.edu/context/soe_faculty_wp/article/1007/viewcontent/auto_convert.pdf
Faculty Working Papers from the School of Education
DigitalCommons@Fayetteville State University
Education
surveys
first-generation students
Educational Assessment, Evaluation, and Research
oai:digitalcommons.uncfsu.edu:soe_faculty_wp-1004
2006-10-25T13:18:06Z
publication:soe
publication:soe_faculty_wp
Assessing the Effects of Parental Involvement on First-Generation and Second-Generation College Students
Hicks, Terence
Few researchers have studied the effects that parental influence has on first-generation and second-generation college students. This lack of empirical knowledge prompted this investigation on the effectiveness of parental involvement on first- and second-generation college student performance.
A recent review of literature reveals that researchers have used different definitions of the "first-generation" concept (Bean&Metzner. 1985; Billson&Terry. 1982). Bean and Metzner (1985) examined the research on the correlation between parental education and the first-generation college student's persistence and reported that other researchers found equivocal results when examining this relationship. Billson and Terry (1987) argued, however, that the analysis performed by Bean and Metzner (1985) was confounded by their definition of nontraditional students (part-time or older than 24 years of age or commuter) and by their assumption that first-generation college students are commuters from blue-collar families. Billson and Terry (1982) defined first-generation college students as those whose parents have had no college or university experience. This study defines first-generation college students similarly.
Their study indicated that a tendency for parents of second-generation college students to provide a wider range of support. First generation college students perceived their parents to be emotionally, but not financially or academically supportive. In contrast second-generation college students perceived their parents to be emotionally, academically and financially supportive, and willing to assist with such tasks as homework and transportation.
2006-10-25T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/soe_faculty_wp/5
https://digitalcommons.uncfsu.edu/context/soe_faculty_wp/article/1004/viewcontent/Assessing_the_effects_of_parental_involvement_on_first_generation.pdf
Faculty Working Papers from the School of Education
DigitalCommons@Fayetteville State University
Education
Parental Involvement
first-generation students
Education
oai:digitalcommons.uncfsu.edu:soe_faculty_wp-1002
2013-06-13T00:08:59Z
publication:soe
publication:soe_faculty_wp
Health Behavior Patterns Among First-Year and Non-first-Year College Students Attending a North Carolina Historically Black University
Dennis, Dixie
Hicks, Terence
The major purpose of this study was to conduct a baseline investigation of self-rated health behavior and quality of life among first-year and non-first-year college students. The authors used a quality of life questionnaire that was designed to gauge college students' health status, lifestyle, mental health, and living conditions. Results from this study indicated that there were significant differences among health behavior patterns between first-year and non-first-year college students. Most importantly, this study provides compelling information regarding the physical and psychological health behaviors among a mostly African American student population who attended a historically Black university in North Carolina. Implications for university student personnel, counselors, andfaculty are discussed.
2006-03-25T08:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/soe_faculty_wp/3
https://digitalcommons.uncfsu.edu/context/soe_faculty_wp/article/1002/viewcontent/Health_behavior_patterns_among_first_year_and_non.pdf
Faculty Working Papers from the School of Education
DigitalCommons@Fayetteville State University
Education
Health disparities
Historically Black Universities
Education
oai:digitalcommons.uncfsu.edu:soe_faculty_wp-1003
2013-06-13T00:09:31Z
publication:soe
publication:soe_faculty_wp
College Life Styles, Life Stressors and Health Status: Differences Along Gender Lines
Hicks, Terence
Miller, Eboni
The ability of students' social supports, such as friends from high school and family, to effectively lessen stress often wanes during students' transitions to postsecondary institutions (Ensel and Lin, 1991; Moss, 1973; Schutt, Tatjana and Rierdan, 1994; Thoits, 1995). It's easy to intuit why this happens-During this major life change, most students add miles between themselves and people they have relied on for 18 years, break up with their significant others and promise to email the best friends they were used to seeing after school each day. College, most often the best years of a student's life, at its first bloom (choosing a school) carries with it with high anxiety about changing location, routine and study habits; separation from friends; the learning environment; managing finances; and much more.
2006-06-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/soe_faculty_wp/4
https://digitalcommons.uncfsu.edu/context/soe_faculty_wp/article/1003/viewcontent/College_life_styles_life_stressors_pdf.pdf
Faculty Working Papers from the School of Education
DigitalCommons@Fayetteville State University
Education
Stressors
Health Status
Education
oai:digitalcommons.uncfsu.edu:soe_faculty_wp-1001
2006-10-25T12:50:59Z
publication:soe
publication:soe_faculty_wp
A Profile of Choice/Responsibleness and Goal-Seeking Attitudes among First-Generation and Non-First-Generation College Students
Hicks, Terence
2005-03-25T08:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/soe_faculty_wp/2
https://digitalcommons.uncfsu.edu/context/soe_faculty_wp/article/1001/viewcontent/Profile_of_choice_responsibleness_and_goal_seeking.pdf
Faculty Working Papers from the School of Education
DigitalCommons@Fayetteville State University
Education
Goal-seeking behavior
first-generation students
Education
oai:digitalcommons.uncfsu.edu:soe_faculty_wp-1008
2007-05-11T19:51:10Z
publication:soe
publication:soe_faculty_wp
Spirituality Among a Predominately African American College Student Population
Dennis, Dixie L
Hicks, Terence
Banerjee, Priya
Dennis, Brent G
The purpose of this study was to determine the degree of spirituality among 430 predominately African American undergraduate students who completed the 48-item Life Attitude Profile-Revised (LAP-R). T-tests revealed that these students had a higher spirituality score than their predominately White counterparts who recently completed the LAP-R. Unlike the White students, no significant gender differences were found among specific spiritual indices. If these students use their moderately high degree of spirituality to influence health-related behaviors, the high rates of morbidity and mortality common among African American adults may lessen.
2005-08-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/soe_faculty_wp/9
https://digitalcommons.uncfsu.edu/context/soe_faculty_wp/article/1008/viewcontent/Spirituality_among_a_predominately_african_american.pdf
Faculty Working Papers from the School of Education
DigitalCommons@Fayetteville State University
Spirituality
Morbidity and Mortality
African Americans
Other Education
oai:digitalcommons.uncfsu.edu:soe_faculty_wp-1009
2007-05-14T16:22:29Z
publication:soe
publication:soe_faculty_wp
First Generation and Non-First Generation Pre-College Students' Expectations and Perceptions about attending College
Hicks, Terence
2003-08-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/soe_faculty_wp/10
https://digitalcommons.uncfsu.edu/context/soe_faculty_wp/article/1009/viewcontent/hicks_1st.pdf
Faculty Working Papers from the School of Education
DigitalCommons@Fayetteville State University
Education
First-Generation Students
Consumer Behavior
Education
oai:digitalcommons.uncfsu.edu:soe_faculty_wp-1010
2007-06-29T19:01:37Z
publication:crimj
publication:soe
publication:coas
publication:crimj_wp
publication:soe_faculty_wp
Student Lifestyles and Emotional Well-Being at a Historically Black University
Dzokoto, Vivian
Hicks, Terence
Miller, Eboni
Quality of life, physical and mental health, and lifestyle behaviors were assessed in 500 graduate and undergraduate students at a Historically Black University. 82% of the sample rated their quality of life positively. 11.3% of the sample reported mild depression, while 4.9% and 1.1% of the sample reported moderate and severe depression respectively. 8.4% of the sample reported suicidal ideation within the past two weeks. Family, financial and academic stressors were found to be significant predictors of depressive symptoms. Implications for mental health care are discussed.
2007-06-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/soe_faculty_wp/11
https://digitalcommons.uncfsu.edu/context/soe_faculty_wp/article/1010/viewcontent/ZHM2007.pdf
Faculty Working Papers from the School of Education
DigitalCommons@Fayetteville State University
HBCU
Emotional Well Being
Students
Education
oai:digitalcommons.uncfsu.edu:soe_faculty_wp-1011
2007-09-24T20:06:10Z
publication:soe
publication:soe_faculty_wp
Ageless Hope: Diversity's Effects (Access & Equality) on Accreditation
Charles, Curtis B
In 1994, the cover of the February issue of Progressive Architecture (PA), featured an article entitled: “Can this Profession be saved?” The following year, (September 1995), PA continued its examination of the architecture profession, this time focusing on “The Schools: How they are Failing the Profession.” In January 2003, the Chronicle of Higher Education added to this literary invasion by deploying a missile across the bows of architecture education with an article entitled: “The Multiple Failures of Architecture Education.” All three of these articles paint a very pessimistic picture of the state of architecture education and forces one to question the grand narratives of architecture education.
What these articles do not examine is that the major burden of educating African American and minority architects is being carried by only seven accredited schools of architecture at historically black colleges and universities (HBCUs) who graduate 50% of all African American students in professional architecture programs. An immediate concern raised by these articles was whether the focus of these articles would be more positive if the other 106 predominantly white schools of architecture (PWIs) devised programs that embraced underrepresented and marginalized students and/or fostered a more diverse architecture discourse. Another concern focuses on the lack of a proactive position by the leadership of National Architecture Accrediting Board (NAAB) to encourage diversity in architecture education (they would add “equality and diversity standards” to their accreditation criteria against the school of architecture’s mission and goals.)
Let me explain, there is no dictum of political correctness, quotas or expectation of quotas implicit in this proposal to expand the pool of minority and underrepresented architecture students throughout the non-HBCU architecture programs. However, a lack of initiative or effort on the part of NAAB’s leadership to create a climate of diversity within architecture schools implies a passive rather than active belief in the values of difference in the architecture education community. This paper will present solutions derived from and implemented by regional accrediting agencies, the result of which harvested positive effects of diversity on accreditation. Architecture educators will learn a great deal from their efforts.
2007-09-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/soe_faculty_wp/12
https://digitalcommons.uncfsu.edu/context/soe_faculty_wp/article/1011/viewcontent/Ageless_Hope_Diversity_s_effects_on_accreditation_09_24_09.pdf
Faculty Working Papers from the School of Education
DigitalCommons@Fayetteville State University
Diversity
Architecture Education
Accreditation
Other Education
oai:digitalcommons.uncfsu.edu:soe_faculty_wp-1012
2008-11-26T14:50:54Z
publication:soe
publication:soe_faculty_wp
The Evolution of Quality Assurance in Higher Education
Charles, C Barnabas
Based on the historical foundations of American higher education, there are a number of references in the literature to important milestones relating to institutional quality and accountability, particularly with regard to program review, evaluation, assessment and accreditation. And even though accreditation did not exist as we know it in higher education’s earliest history, it is still possible to identify those developments that were precursors to contemporary practices in accreditation and assessment. Through the use of appropriate citation of researchers and writers on the issues of institutional quality and accountability, this article critically discusses how these early developments influenced the growth of accreditation and quality assurance as they are conceptualized and practiced today. This essay also discusses why there has never been complete government control over higher education and accreditation in the United States of America, even though recent developments around the Reauthorization of Higher Education Amendments tend to lean more and more in such a direction.
2007-09-01T07:00:00Z
text
application/pdf
https://digitalcommons.uncfsu.edu/soe_faculty_wp/13
https://digitalcommons.uncfsu.edu/context/soe_faculty_wp/article/1012/viewcontent/The_Evolution_of_Quality_Assurance_in_Higher_Education_Dr_C_B_Charles.pdf
Faculty Working Papers from the School of Education
DigitalCommons@Fayetteville State University
accountability
Higher Education
history
Other Education
oai:digitalcommons.uncfsu.edu:dissertations-1035
2020-04-25T02:19:18Z
publication:dissertations
A comparison between selected 4 x 4 block schedule schools and seven-period traditional schools as measured by the public schools in North Carolina End of Course tests in algebra and biology
Ellis, George Humphries
A Comparison Between Selected 4 x 4 Block Schedule Schools and Seven-Period Traditional Schools as Measured by the Public Schools in North Carolina End-of-Course Tests in Algebra and Biology (Under the direction of Ernest McNeill.) The purpose of this study was to compare test scores of students on the 4x4 block schedule and students on the seven-period traditional schedule using the End-of-Course testing program scores in the North Carolina ABC accountability model to determine if significant differences exist. The tested areas this researcher examined were Algebra I and Biology in an urban school system. The population in the study was extracted from data files of four schools in the Cumberland County School System, Fayetteville, North Carolina. They were Terry Sanford Senior High School and Seventy First Senior High School, which are on the traditional seven-period day schedule, as well as South View Senior High School and Jack Britt Senior High School, which are on the 4x4 block schedule. The scores on the End-of-Course Tests in Algebra I and Biology over the period of 2001-2002 and 2002-2003 were compared. The conclusion of the study indicated that there was a significant difference in student achievement for all students, minority, non-minority, female, and male in Algebra I on the 4 x 4 schedule versus all students, minority, non-minority, female, and male in Algebra I on the traditional schedule. There was a significant difference in student achievement for minority students in Biology on the 4 x 4 schedule versus minority students in Biology on the traditional schedule. There was no significant difference in student achievement for all students, non-minority, female, and male students in Biology on the 4 x 4 versus all students, non-minority, female, and male in Biology on the traditional schedule.
2004-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI3287764
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
Mathematics education|School administration|Science education
oai:digitalcommons.uncfsu.edu:dissertations-1036
2020-04-25T02:19:39Z
publication:dissertations
An analysis of the methods of succession school boards of education in North Carolina use to select superintendents
Butler, Sharmaine Crumpler
The purpose of this study was to analyze the methods of succession school boards of education in North Carolina used to fill superintendent positions and to determine the conditions needed to establish an effective succession of superintendents. Participants in the study included the entire population of school board chairpersons and superintendents in the 115 school districts in North Carolina. The design of the study was a mixed methodology consisting of both quantitative and qualitative components. A Likert scale survey was used to collect the data. The responses of the participants were analyzed using a Chi-square test of independence and an independent samples t test. As a result of the study, six areas of significance were revealed: (1) Superintendents were less likely to feel that succession was a concept that is generally used when discussing the selection of the superintendent than school board chairs. (2) School board chairs were less likely to feel that the local school board of education has established systematic means to identify possible replacement needs stemming from retirement or other predictable losses of the superintendent than district superintendents. (3) Superintendents were less likely to disagree that systematic approaches identifying individuals who have the potential to advance to the level of superintendent exist in their school district than school board chairs. (4) Superintendents slightly agreed that the values of the school district were defined than the school board chairs. (5) Superintendents slightly agreed that a fair and realistic assessment of the individual is provided by the school district than school board chairs. (6) School board chairs felt that the school district should build its own talent pool than the superintendent.
2005-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI3287780
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
School administration
oai:digitalcommons.uncfsu.edu:dissertations-1041
2020-04-25T02:19:38Z
publication:dissertations
The relationship between 21st Century Community Learning Center after -school programs and school achievement in North Carolina: Implication for leaders
Wheatley, Olga Rodriguez
The lack of statistical evidence to show that 21st Century Community Learning Center (21st CCLC) funded after-school programs had a relationship with improved school achievement based on state-based standardized tests in North Carolina presented a problem for leaders. However, given the abundance of school achievement data and the presence of forty-two 21 st CCLC funded after-school programs, North Carolina was fertile ground for a quantitative study of the relationship between the 21st CCLC funded after-school programs and school achievement. The primary sample population in this research was 30 elementary public schools in North Carolina that hosted 21st CCLC funded after-school programs. For the purpose of comparing the relationship between 21 st CCLC funded after-school programs and school achievement, there was a secondary sample of 30 comparable elementary public schools in North Carolina that did not have after-school programs. Once a relationship between schools with and without 21st CCLC funded after-school programs was determined, the study only focused on the schools with 21st CCLC funded after-school programs. An after-school survey developed by the RAND Corporation was administered to district-level directors of the 21st CCLC funded after-school programs as well as the site director/supervisor at the school-level. The survey results were coded to help determine the levels of quality (Inadequate, Minimal, Good, Excellent) of three areas of practice in each of the 21 st CCLC funded after-school programs: (a) after-school program staffing, (b) after-school program management, and (c) after-school program community involvement. These areas and their relationship to school achievement were analyzed using multiple regression analysis and analysis of covariance. All of the hypotheses in this study were retained.
2005-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI3287785
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
School administration|Elementary education
oai:digitalcommons.uncfsu.edu:dissertations-1038
2020-04-25T02:19:20Z
publication:dissertations
An analysis of leadership styles of school principals and end -of -grade test scores in the third and fifth grades in rural and urban elementary schools in North Carolina
Palma, Adrienne Christine
This study analyzed the leadership styles of elementary school principals in North Carolina. The twofold purpose of this study was as follows: (a) identify the leadership styles of principals in selected rural and urban elementary schools in North Carolina, and (b) investigate the relationship between the principals' leadership styles and the EOG test scores in mathematics and reading for 3rd and 5th grade students in the selected schools during the 2002-2003 academic school year. Today, more than ever, school principals are called upon to be effective change agents who must move schools forward. Effective school leadership is crucial in producing powerful changes. Principals must act as instructional leaders to create change and effective schools. Since the 1996 implementation of the North Carolina ABC's of Public Education, school leaders have been plunged into the high stakes testing arena. Principals, as instructional leaders, have been given the task of improving and maintaining high educational standards. Transformational, transactional, and laissez-faire leadership factors of elementary school principals were measured using the 45-item Multifactor Leadership Questionnaire (MLQ Leader Form 5x-Short) developed by Bass and Avolio (1995). The independent variables included a five-factor transformational, three-factor transactional, and one-factor laissez-faire model of leadership. The dependent variables included the 2002-2003 End-of-Grade (EOG) test scores and the rural and urban school locale types, which related to student population. The participants included 98 rural and 63 urban elementary school principals, representing 46 counties in North Carolina. A Two-Way Analysis of Variance (ANOVA) was used to analyze the data. The results of this study will contribute findings about rural and urban elementary school principals in North Carolina to the body of knowledge about leadership styles.
2004-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI3287782
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
School administration|Elementary education
oai:digitalcommons.uncfsu.edu:dissertations-1039
2020-04-25T02:19:21Z
publication:dissertations
A comparative analysis of the academic performance of Black students in elementary magnet versus elementary non-magnet schools in North Carolina
Reed, Vonda Lakecia
The poor performance of Black students on reading and mathematics tests is a consistent conundrum. Educators and policymakers attempt to implement programs to increase the performance level of Black students, but many still fail to attain the minimal grade level standards. Magnet schools have become increasingly popular in the arena increasing diversity and improving student performance. However, comparative studies focusing on the performance of students enrolled in elementary magnet schools versus those enrolled in elementary non-magnet schools are few. Comparative studies that focus on the performance of Black elementary students at magnet schools and non-magnet schools are virtually nonexistent. The purpose of this study was two-fold: (a) to compare the academic performance of Black students enrolled in elementary magnet schools and Black students enrolled in elementary non-magnet schools and (b) to determine if the size of a magnet school has an affect on Black students' performance. The population sample included a total of 40 schools from four public school systems in the state of North Carolina. The percentage of Black students performing at grade level (Level III) or above (Level IV) on both the North Carolina End-of-Grade Reading and Mathematics Tests (performance composite) during the 2000-2001, 2001-2002, and 2002-2003 School Years, were utilized as the measurement for the academic performance of Black students. This study was based on school-level information. Public, existing data for the study were collected from four databases, three of which are available on the Internet. The first database was the North Carolina List of Magnet Schools which was used to identify elementary magnet schools, grades kindergarten through five. The second database was the 2000-2001, 2001-2002, and 2002-2003 National Center for Education Statistics which provided the type of school, total enrollment of students, and enrollment of students by ethnic groups. The third database was the 2000-2001, 2001-2002, and 2002-2003 North Carolina School Report Cards. The North Carolina Report Cards provided the percentage of Black students in grades three, four, and five who scored at (Level III) or above (Level IV) grade level on reading and math as measured by the North Carolina End-of-Grade Tests achievement scores. The fourth database was the North Carolina Department of Public Instruction ABCs Results. Each school's performance on both the North Carolina End-of-Grade Reading and Mathematics Tests and their performance rating were retrieved from this database. The data for this study were analyzed with the Statistical Package for the Social Science (SPSS) Student Version, 11.0. The t-test was performed to determine if significant differences existed in Black students' performance (a) between elementary magnet and non-magnet schools and (b) in small elementary and large elementary magnet schools. Results indicated that there were no significant differences between Black students' performance at elementary magnet schools and elementary non-magnet schools. The results also indicated that there were no significant differences between the performance of Black students enrolled in small elementary magnet schools and large elementary magnet schools. This study concludes that (a) Black students enrolled in elementary magnet schools do not perform higher on the North Carolina End-of-Grade Reading and Mathematics Tests than Black students enrolled in elementary non-magnet schools and (b) Black students enrolled in small elementary magnet schools do not perform higher on the North Carolina End-of-Grade Reading and Mathematics Tests than Black students enrolled in large elementary magnet schools.
2004-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI3287783
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
African Americans|School administration|Elementary education
oai:digitalcommons.uncfsu.edu:dissertations-1040
2020-10-20T04:34:12Z
publication:dissertations
The relationship between North Carolina elementary principals' and teachers' perceptions of principals' leadership styles and the social organization of the school
Smith, Janice McDowell
Emphasis on school restructuring continues to be a focal point of school research, while principals' leadership practices are examined as we enter the next generation of research into school effectiveness. Effective school research also recognizes the importance of quality leadership by consistently identifying strong instructional leadership as instrumental in creating a positive school climate. The purpose of this study is to ascertain whether there are statistical relationships between principals' perceptions of their leadership styles and teachers' perceptions of principals' leadership styles and the social organization of the school. The researcher examined the relationship of leadership styles demonstrated by twenty-eight elementary principals to determine if there was a significant difference between the self reported mean scores of the principals and the mean scores assigned to the principals by the teachers. As a result of extensive review of the literature, the researcher noted that earlier studies have not conclusively addressed the relationship between principals' leadership styles and teachers' perceptions of principals' leadership styles and the social organization of the school. Two survey instruments were utilized: The Multifactor Leadership Questionnaire (MLQ) 5x-short of (Bass and Avolio, 1990) was used to survey the principals and teachers on principals' leadership styles. The MLQ Leader Form was used to survey principals' perceptions of their leadership styles and the MLQ Rater Form was used to survey teachers' perceptions of principals' leadership styles. Rosenholtz's (1989) Social Organizational Questionnaire (SOQ instrument was used to measure the impact of the five social organizational constructs: Teacher Commitment, Teacher Learning, Teacher Certainty, Teacher Collaboration and Shared School Goals. This instrument was used to determine the effect of principals' and teachers' perceptions of principals' leadership style on the social organization of the school. Data gathered from this research will add to the existing literature on how schools initiate effective change to create a positive school climate. Among the findings were: (a) Teachers' perceptions of the principals' leadership style was statistically significant in the transformational leadership styles inspirational motivation and idealized influence (attributed); (b) Statistically low relationship between teacher collaboration and contingent reward, teacher collaboration and idealized influence (attributed), shared school goal and individualized consideration, teacher collaboration and intellectual stimulation, teacher collaboration and individualized consideration, and teacher certainity and individualized consideration; (c) Statistical significant differences were noted between the principals' self-evaluation of leadership styles and gender with a p-value of less than .01 in individualized consideration; (d) Statistically negative correlations existed between teachers' perceptions of principals' leadership styles and the social organization of the school based on teachers' years of professional experience and years working with the same principal; (e) Three of the test indicated significant relationship existed between contingent reward, management-by-exception (active), and idealized influence (attributed) as it relates to principals' years of experience at the same school and leadership styles.
2005-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI3287784
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
School administration|Teacher education|Curricula|Teaching
oai:digitalcommons.uncfsu.edu:dissertations-1037
2020-04-25T02:19:40Z
publication:dissertations
Factors in the retention of male teachers in North Carolina schools
Freeman, Robert Eugene
The purpose of this study was to determine the factors that have motivated male teachers to stay in North Carolina classrooms. The North Carolina Department of Public Instruction (2003) has stated there will be a need to recruit an estimated 9,000 teachers to fill the shortages in North Carolina classrooms in the coming school year. The reasons for this increased demand for teachers include: school growth, the number of teachers retiring each year, the number of teachers leaving the profession for other career fields, and class size reduction. Variables that have influenced veteran male teachers to remain in the classroom can be identified. The factors can be categorized according to motivation or hygiene factors as defined by Frederick Herzberg in his Motivation-Hygiene Theory (1966). A random sample of 784 male middle and high school teachers from counties within the Fayetteville State University area were given the Godwin Teacher Retention Survey (2001) to determine which motivator or hygiene factors had more holding power. Five hypotheses were tested using data from the male teachers' responses by career status, level of degree, minority status, and size of the geographical area of the teachers' schools. Analysis of variance (ANOVA) was used to test the hypotheses. Findings revealed that motivating factors have more holding power for both beginning and veteran teachers to remain in the profession than hygiene factors. Urban male teachers scored significantly higher on items of hygiene factors than rural male teachers. There was a statistically significant difference between the veteran and beginning male teachers related to hygiene factors. No statistically significant difference was found between master's and bachelor's level teachers on motivation. Minority male teachers' scores on items of hygiene factors did not differ significantly from non-minority male teachers' scores on items of hygiene factors. Knowledge of job satisfiers and job dissatisfiers can provide insight into what could be done to strengthen the profession and to make teaching a more satisfying career. The goal of this study was to contribute to the professional literature in the area of factors that influence male teachers to stay in teaching.
2005-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI3287781
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
School administration
oai:digitalcommons.uncfsu.edu:dissertations-1043
2020-04-25T02:19:41Z
publication:dissertations
An examination of participation in a secondary prevention program and the success of delaying repeat pregnancy among teens
Singletary, Holly Lynn
The purpose of this study was to determine the success rate of clients who participated in a secondary prevention program in delaying repeat pregnancy compared to the county population. The secondary data used for this study was collected by Teens As Parents, a secondary prevention program in rural North Carolina. The average age of the TAP participants and the county population was 15-19 years. There was more non-white population enrolled in TAP as compared to more white population in the county. There were more 12 th grade-GED clients enrolled in TAP during the 2002-2004 periods. Harnett County had 71 repeat pregnancies compared to three for the TAP clients. The majority of teens lived with their parent(s) mainly their single mothers. More of the participants then not used a birth control method while in the program.
2005-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI1449346
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
Social work|Families & family life|Personal relationships|Sociology|Welfare
oai:digitalcommons.uncfsu.edu:dissertations-1044
2020-04-25T02:19:35Z
publication:dissertations
The United States and Jordan: Diplomacy and foreign policy at work in order to shape a stabilizing and pro-Western nation in the Middle East
Burleson, Shelley Jo
Jordan is a small nation perched precariously on the cusp of conflict between the Islamic world and Israel. Yet, for the last four decades, Jordan has served as a stabilizing force in the midst of a chaotic region while forging and maintaining a friendly relationship with the United States. By recognizing Israel and signing a peace agreement with the Israelis, the Jordanians set an example for peace and cooperation for other nations of the Middle East. A succession of American presidents aided in the limited successes of Jordan vis-a-vis foreign policy and diplomacy. Through this slow and steady progress as well as a peaceful relationship with Israel, Jordan remains a beacon of hope in an unstable region. Jordan's stability represents not only an opportunity for the United States to maintain an open door to improved relations with Islamic nations, but also an opportunity for coexistence for the Israelis as well.
2005-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI1449347
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
Middle Eastern history|American history
oai:digitalcommons.uncfsu.edu:dissertations-1045
2020-04-25T02:19:15Z
publication:dissertations
Social correlates of breastfeeding among mothers in North Carolina
Colvin-King, Vadrin
This study examined the social correlates of breastfeeding among mothers in North Carolina, focusing on the Women, Infants, and Children program and maternal education level. Data was obtained from the National Immunization Survey of the Centers for Disease Control and Prevention. The study monitors progress toward the Healthy People 2010 objectives of the United States Department of Health and Human Services that 90% of two-year olds are fully vaccinated. Correlations between WIC benefits and breastfeeding were found in a bivariate context, but not during regression analysis. The education level of mother was not statistically significant. Married women are more likely to breastfeed than non-married women. Mothers below poverty are more likely to breastfeed than mothers living above poverty. Being Hispanic is a predictor of breastfeeding. North Carolina does not meet the goals of the Healthy People 2010 objectives that 75% of mothers initiate breastfeeding. This study noted several implications for theory and research in breastfeeding.
2006-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI1449348
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
Womens studies|Sociology|Families & family life|Personal relationships|Sociology
oai:digitalcommons.uncfsu.edu:dissertations-1046
2020-04-25T02:19:23Z
publication:dissertations
The determinants of tobacco and heavy alcohol use among African-Americans
Gamble, Tamika Shena
Previous research findings indicate that tobacco use and alcohol use among African-Americans is a major public health issue. The objectives of this study were: (a) to examine the prevalence of tobacco and heavy alcohol consumption risks among African-Americans, (b) to examine whether there are gender differences in tobacco and heavy alcohol consumption risks among African-Americans, and (c) to identify sociodemographic factors that are associated with tobacco and heavy alcohol consumption risks among the African-American population. This study utilized data from the Behavioral Risk Factor Surveillance System (BRFSS), which is a telephone-based survey, designed by the Centers for Disease Control and Prevention. Analytic strategies utilized were descriptive statistics, chi square, and logistic regression analyses. Bivariate results indicated that there were significant gender differences in tobacco use and heavy alcohol consumption risks among African-Americans. Multivariate analyses showed that females were less likely to be at risk of tobacco use and heavy alcohol consumption, even after controlling for the effect of other socio-demographic variables. The results of this study suggest the need to examine gender as a critical factor in understanding risks associated with tobacco use and heavy alcohol consumption among African-Americans.
2004-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI1449349
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
Black studies|Ethnic studies|African American Studies
oai:digitalcommons.uncfsu.edu:dissertations-1042
2020-04-25T02:19:32Z
publication:dissertations
An analysis of student achievement and the 21st Century Community Learning Center after -school program in a southeastern North Carolina school system
Heyward, Jaunita Alberta White
An Analysis of Student Achievement and the 21st Century Community Learning Center After-school Programs in a Southeastern North Carolina School System (Under the direction of Virginia Dickens). There is a need for working parents to find affordable, safe and structured after-school care for their children. Research has shown after-school programs are successful in providing recreational experiences, cultural activities, and in some programs, tutorial assistance (Delisio, 2001). Since the enactment of the No Child Left Behind Act in 2000 (Coleman Advisory, 2002), emphasis is being placed on developing after-school programs that focus on student academic achievement. The federally funded 21st Century Community Learning Center (21st CCLC) after-school programs offer support to schools with high numbers of students at risk for school failure (Lacey, 2000). These programs give participating students both a safe haven for after school hours and also additional time allocated to support their academic achievement. As school principals seek to ensure all students within their schools have maximum opportunities to perform well on accountability measures required of today's students, principals should have a keen interest in after-school programs that can supplement the efforts of school day programs. The purpose of this study was to analyze student achievement, as measured by the North Carolina End-of-Grade (EOG) tests scores in reading and mathematics, by student gender and minority status, in 21st CCLC after-school programs in a southeastern North Carolina school system. This descriptive analytical study made use of a database compiled from the five schools participating in the 21st CCLC after-school programs in the school system. The student sample population consisted of 400 students in grades three through eight who participated in the after-school programs during 2002-2004 and who had complete data in the database related to achievement tests scores, gender and minority status. Four hypotheses were analyzed using one-way Analysis of Variance (ANOVA). The analyses of the data revealed no statistically significant differences between male and female or minority and non-minority program participants in achievement tests scores in reading and mathematics. The results of this study add to the information and existing literature on the academic achievement of students participating in federally funded 21st CCLC after-school programs.
2005-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI3287765
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
Mathematics education|Elementary education|Literacy|Reading instruction
oai:digitalcommons.uncfsu.edu:dissertations-1047
2020-04-25T02:19:42Z
publication:dissertations
Vampires: The dark fantasy of the 18th and 19 th centuries
Hammer, Karen Oldham
Immortality and erotica are the two characteristics responsible for the continuing intrigue and popularity of the "undead." The vampire made its literary debut in the "Graveyard" poetry of the eighteenth century, and this fascinating creature had infiltrated short fiction by the beginning of the nineteenth century. Realizing the vampire's versatility, writers, by the middle of the nineteenth century, began to feature the "undead" in novels, and, although the vampire proved a useful tool in the exploration of a variety of issues, emphasis and intrigue continued to focus on the vampire's non-Christian immortality and "sinful" eroticism. Examining a variety of vampire works, this thesis begins with the "Graveyard" poetry of the eighteenth century and concludes with an indepth look at the final vampire novel of the nineteenth century—Bram Stoker's Dracula—a novel that has not been out of print since first published in 1897.
2005-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI1449350
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
Literature|British and Irish literature
oai:digitalcommons.uncfsu.edu:dissertations-1048
2020-04-25T02:19:37Z
publication:dissertations
Leveling the playing field: How authors Frank McCourt and Rick Bragg overcame social exclusion through education
Hawkins, Cynthia Dee
This thesis on Frank McCourt's Angela's Ashes and Rick Bragg's All Over But the Shoutin' is a compares the memoirs of two men from opposite sides of the Atlantic who rose from poverty and hopelessness to success and fame through their writing. The thesis aims to show that McCourt, an Irishman, and Bragg, an American Southerner, struggled against not only poverty and fatherlessness, but also the negative stereotypes that plagued their particular cultures and caused them to be socially excluded. Despite the dire set of circumstances they found themselves in, both men found relief and release through the written word, finding escape in books and eventually pouring their pain out on paper rather than giving up or giving in as their fathers had done. Using examples from the memoirs and biographical and historical sources, I will show that their love for reading and writing had a cathartic effect throughout their lives that results in their escape from poverty and leads to their eventual success that subsequently ends their social exclusion.
2005-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI1449351
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
Comparative literature|American literature|British and Irish literature
oai:digitalcommons.uncfsu.edu:dissertations-1050
2020-04-25T02:19:13Z
publication:dissertations
Attachment insecurity and the quality of steady dating relationships among late adolescents: The role of causal and responsibility attributions
McKoy, Costella Roberts
The current thesis examined the “effects” of anxious and avoidant attachment on multiple measures of relationship quality and whether causal and responsibility attributions mediate the relations between indices of insecure attachment and relationship quality. Thirty-three late adolescent couples completed self-report measures of insecure attachment, negative relationship attributions, and relationship satisfaction. In addition, they participated in a 10-minute Problem Resolution task that was videotaped. More anxious attachment predicted more negative communication behaviors of males. More avoidant attachment was linked to more negative causal attributions. More negative attributions of both types predicted less relationship quality across measures. The effects of anxious attachment on negative communication behaviors became nonsignificant after controlling for negative responsibility attributions.
2006-01-01T08:00:00Z
text
https://digitalcommons.uncfsu.edu/dissertations/AAI1449353
ETD Collection for Fayetteville State University
ENG
DigitalCommons@Fayetteville State University
Behaviorial sciences|Social psychology|Developmental psychology
128490/oai_dc/100//