Browsing by Author "John Pettitt, Committee Member"

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Best of Both Worlds: Do Hybrid Courses Have Better Outcomes than Distance Only Courses in the North Carolina Community College System?
(2007-08-17) Davis, Donna Elizabeth; J. Conrad Glass, Jr., Committee Chair; Darryl McGraw, Committee Member; John Pettitt, Committee Member; Rachel Stevens, Committee Member
Caring and Burnout in Registered Nurses: What's the Connection?
(2006-10-23) Peery, Annette Ivey; Kathryn Kolasa, Committee Member; John Pettitt, Committee Member; Duane Akroyd, Committee Chair; Conrad Glass, Committee Member
In order to prevent burnout among nurses, key causes of burnout must be identified and targeted for direct intervention. The literature discusses burnout among nurses, focusing on burnout due to task-related variables and not patient-related (caring) variables. Two major problems exist with research on burnout and caring in registered nurses (RNs). The first is the lack of robust methods of research utilized to study the concept of caring. The second is the lack of research on the link between caring and burnout in RNs. The purpose of this study was to examine the relationship between caring and burnout in a sample of RNs in North Carolina. The major hypothesis for this research, was that as RNs report increased levels of caring, they also report higher levels of burnout. Four research questions are addressed in this project. The population for this study consisted of all RNs within the state of North Carolina. Subjects were selected randomly to obtain a sample of 3,500 to receive a mailed survey. The revised Caring Behaviors Inventory was used to measure the five dimensions of caring (independent variables) and the Maslach Burnout Inventory to measure the three dimensions of burnout (dependent variables). A multiple regression analysis was conducted between each dimension of burnout and four carative factors. This study revealed that the four carative factors identified do impact a nurse's level of burnout and had the greatest impact on the burnout dimension of reduced personal accomplishment. The carative factor of respectful deference for the other contributed the greatest variance in reduced personal accomplishment. Overall, increases in caring led to decreased burnout for this sample. If nurses can be identified as being predisposed to burnout due to their caring attitudes and behaviors, individual and workplace interventions might be developed and implemented to assist in identifying predisposing factors to burnout and, in turn, reduce or prevent burnout in the future. A reduction in burnout may lead to a higher retention rate for nurses, thereby easing the nursing shortage.
The Impact of Stress Factors and Social Support on Burnout
(2008-04-22) McDonald-Fletcher, Varnell Dione; Brad Mehlenbacher, Committee Chair; Saundra Wall Williams, Committee Co-Chair; Adam Meade, Committee Member; John Pettitt, Committee Member
Older Reentry Community College Women: Their Start, Delay, Choice, and Experiences
(2004-04-07) Hardison, Marianna Dail; Barbara Baines, Committee Member; J. Conrad Glass, Committee Chair; Robert Serow, Committee Member; John Pettitt, Committee Member
The purpose of this study was to examine older reentry women between ages 35 and 50 who started their college careers at a small, rural satellite campus of Caronor Community College. The researcher's goal was to examine this age group attending full-time in this setting and what they experienced as college students in order to fill a gap in the literature, a hole which has focused on reentry women of all ages, primarily at universities and small colleges. The researcher performed this study at these women's homes, jobs, or this campus. She selected all former and current older women students whom she could reach who started college for the first time here and met the age and full-time criteria. She questioned them in lengthy semi-structured interviews, allowing them to talk freely about their private and college lives. The interviewer sought to learn was why they began college when they did, why they delayed before starting, why they chose this campus, and what their experiences were as college students. The major themes which emerged from this research were that job needs, either absent abusive or present supportive husbands, and a suggestion about beginning college from someone significant to them caused these women to begin college. They delayed starting for many years because of lives filled with large responsibilities since high school. The proximity of this campus to their homes and work, its small size, its low tuition, and its nonthreatening atmosphere were reasons they selected it. For these older reentry women students, the college experience provided them with skills they needed for more professional jobs, knowledge they treasured, faculty and peers they enjoyed, increased self-confidence and sense of personal worth, a sense of joie de vivre, and for several, the desire to earn higher degrees. This study suggested the need for numerous small satellite campuses of community colleges which would provide easy access to rural populations, the benefit of full-time, supportive faculty and staff, and the criticality of continuous programs available both day and night. It also paved the way for more research on older and younger community college women at similar campuses and at larger main campuses.
A Philosophical Examination of Mead's Pragmatist Constructivism as a Referent for Adult Science Education
(2005-06-01) Furbish, Dean Russel; Carol E. Kasworm, Committee Chair; John E. Penick, Committee Member; Robert M. Hambourger, Committee Member; John Pettitt, Committee Member
The purpose of this study is to examine pragmatist constructivism as a science education referent for adult learners. Specifically, this study seeks to determine whether George Herbert Mead's doctrine, which conflates pragmatist learning theory and philosophy of natural science, might facilitate (a) scientific concept acquisition, (b) learning scientific methods, and (c) preparation of learners for careers in science and science-related areas. A philosophical examination of Mead's doctrine in light of these three criteria has determined that pragmatist constructivism is not a viable science education referent for adult learners. Mead's pragmatist constructivism does not portray scientific knowledge or scientific methods as they are understood by practicing scientists themselves, that is, according to scientific realism. Thus, employment of Mead's doctrine does not adequately prepare future practitioners for careers in science-related areas. Mead's metaphysics does not allow him to commit to the existence of the unobservable objects of science such as molecular cellulose or mosquito-borne malarial parasites. Mead's anti-realist metaphysics also affects his conception of scientific methods. Because Mead does not commit existentially to the unobservable objects of realist science, Mead's science does not seek to determine what causal role if any the hypothetical objects that scientists routinely posit while theorizing might play in observable phenomena. Instead, constructivist pragmatism promotes subjective epistemology and instrumental methods. The implication for learning science is that students are encouraged to derive scientific concepts based on a combination of personal experience and personal meaningfulness. Contrary to pragmatist constructivism, however, scientific concepts do not arise inductively from subjective experience driven by consummatory activity. The broader implication of this study for adult education is that the philosophically laden claims of constructivist learning theories need to be identified and assessed independently of any empirical support that these learning theories might enjoy. This in turn calls for educational experiences for graduate students of education that incorporate philosophical understanding such that future educators might be able to recognize and weigh the philosophically laden claims of adult learning theories.
Undergraduate Educational Experiences: The Academic Success of College Students with Blindness and Visual Impairments
(2009-11-05) Scott, Ricky; Susan Osborne, Committee Member; Carol Kasworm, Committee Chair; John Pettitt, Committee Member; J. Conrad Glass, Committee Member
The purpose of this qualitative study was to explore how fifteen students with blindness and visual impairments experienced their engagement in undergraduate studies at four 4-year universities and perceived their success. They also provided their understandings of the impact of institutions, faculty, staff, and others on their academic success. Previous literature suggests that students with blindness and visual impairments as well as students with other disabilities were academically successful in college because of institutional support and the positive attitude of faculty and peers (Baggett, 1994; Branker, 1997; Enberg, 1999; Fichten, 2005; and Roy, 2000). Findings from this study demonstrate that participantsÃ¢â‚¬â„¢ understandings and experiences with blindness varied and their subsequent adjustment and transition also differed. Participants described several factors that facilitated the creation of positive educational experiences during their undergraduate programs: positive exposure to a new region of the country, positive peers, supportive departments and professors, financial opportunities, and welcoming and diverse campus environments. As these students transitioned to the university, they utilized accommodations and services provided by Disability Students Services (DSS) to facilitate their access to the academic environment. The undergraduate students also described challenging experiences, including feeling academic discrimination, a sense of isolation, limited campus accessibility, and peer interaction issues. There were other support systems that facilitated participant academic success, such as mentors, family, administrators, and staff. This study concluded that blind and visually impaired undergraduate students were more likely to succeed academically when they felt a sense of connectedness with the university academic system. DSS is most responsible for facilitating that connectedness. Quality contact and collaboration with faculty were also important, as well as the attitudes of faculty, administration, and staff. The disconnectedness between study participants and the university system was fostered through inflexible bureaucratic procedures; the attitudes of faculty, staff, and administrators; and isolation from peers. Implications for policy include a recommendation for additional funding of technology-related assistance programs, in-service training on disability issues awareness for faculty and staff, and campus-wide committees on university accessibility. This study suggests future research is needed on the academic success of this population in community colleges and at the graduate level. There is a need for more empirical research and research on the populationÃ¢â‚¬â„¢s social integration. The study recommends that higher education programs develop self-advocacy programs for blind and visually impaired students, in-service training for faculty, and peer mentorship programs.
Utilization of Instructional Technology: Towards a Conceptual Model for Teacher Education
(2004-04-06) Coulter, Benjamin Mark; John Pettitt, Committee Member; Ellen Vasu, Committee Member; Lisa Grable, Committee Member; Bradley S. Mehlenbacher, Committee Chair
The intent of this study was to propose and test a conceptual model that described utilization of instructional technology by teacher education faculty in University of North Carolina teacher education programs. Focus on utilization was guided by the study's conceptual framework originally developed by Seels and Richey (1994a). Research questions focused on factor groupings contributing to overall utilization of instructional technology; investigating sub-set variables having the most influence on use of technology; describing the nature of relationship between factor groupings and use of instructional technology; creating and testing a conceptual model that illustrates factor groupings and their relation to the use of instructional technology; and identification of specific factors and barriers most frequently cited by faculty as influencing their use of instructional technology. Development of the study included the creation of a 43 question instrument. Structural Equation Modeling employing Exploratory Factor Analysis, Principal Components Analysis, and Confirmatory Factor Analysis was used to identify and refine factor groups and test the conceptual model for goodness-of-fit. Study results confirmed goodness-of-fit for the proposed conceptual model of technology use. Five factor groups, identified as primary components of the conceptual model, had varying degrees of relation to the use of technology, with institutional infrastructure holding the highest degree of relation. Faculty participating in the study indicated major influencing factors for their use of technology as: 1. support structures within their teacher education program; 2. classroom availability of technology equipment for instructional use; 3. awareness of benefits that technology offers to teacher education candidates; 4. personal technology literacy. Additionally, faculty indicated that few significant barriers exist that prevent them from using technology in teacher education courses. The most significant barrier reported was lack of time to research and develop technology-enhanced instruction. Qualitative comments suggested that the majority of faculty had very positive attitudes towards technology use. Given increased emphasis on identified factors, UNC teacher education programs have the potential to improve technology integration throughout their preparation program.