Q Dissertation: Brown on principals’ perceptions of professional development

Brown, Crystal Lea (2013). What works? Principals’ perceptions of professional development. Doctoral dissertation (Educational Leadership), North Carolina State University.

Abstract: Principals play a pivotal role in the professional growth of teachers. In turn, teachers have a tremendous impact on student learning. This study seeks to understand the perceptions principals have of effective elements of professional development and their role in facilitating the professional development of teachers in order to impact student learning. Q-methodology was utilized to investigate the subjective opinions of public school administrators. Literature on professional development was reviewed and statements pertaining to effective elements of professional development were used to create a set of statements. Statements were printed on cards. Then, thirty-four public school principals and assistant principals sorted, in a forced distribution, the cards according to their beliefs about professional development. A post-sort survey was used to glean demographic and perceptual data. The Q-sorts were factor analyzed to reveal statistical correlations among the administrators. Focus group interviews for each factor were conducted in order to gain more insight about the administrators’ perceptions of professional development. Data analysis indicated three statistically significant factors: Sustained Over Time, Collaboration and Follow-Up, and Collaborate. Along with these factors, data emerged explaining how principals view their role in facilitating professional development for teachers. The findings of this study generate insights into professional development for teachers and provide policy makers, researchers, and practitioners information about this important topic.

Q Dissertation: Parker on the private school choice decision process

Parker, Tara Wooten (2015). Understanding the private school choice decision process: A Q-methodology study. Doctoral dissertation (Educational Administration and Supervision), North Carolina State University.

Abstract: The availability of school choice options has increased the schools’ accountability to both parents and students. This study’s purpose was to gain a deeper understanding of the subjectivity of the school choice decision process that private school parents undergo. Q methodology was utilized to explore this decision process. Research literature was reviewed and led to the development of statements addressing influential factors on school choice decisions. These statements were printed, and thirty-five private school parents sorted these statements based on the factors’ influence on their school choice decision. Post-sort interviews further explored the subjectivity of the decision process. The Q sorts were factor analyzed to determine the statistical correlations between the statements. Three emerging factors surfaced as distinct preferred school environments by private school parents. Data analysis explored these factors and a name for each factor was assigned based on the strongest influential statements. These three factors included a Developing the Whole Child Environment, a Strong, Academic Environment, and a Safe Environment with Like Peers. Findings presented numerous factors that influence school choice decisions. Data also provided information regarding perceived strengths and weaknesses of both public schools and private schools. The findings directed implications for both public and private school administrators and policymakers. These implications can help drive school reform initiatives. Without addressing these parent preferences, schools will not be able to compete in the market economy created by school choice.

Q Dissertation: Mitchell on African-American doctoral students and for-profit institutions

Mitchell, Melita Pope (2015). Factors influencing prospective African American doctoral students selection of for-profit institutions. Doctoral dissertation (Adult and Community College Education), North Carolina State University.

Abstract: The purpose of this dissertation is to explore the values, attitudes, and beliefs that influence the selection process of African Americans who pursued their doctorates at for-profit universities. There are several types of educational settings learners have to choose from once they decide to obtain an advanced degree. Included in these options are traditional, not for profit universities (NFPUs) and for-profit universities (FPUs). The number of African Americans who pursue doctoral studies impacts the number of African Americans who will eventually become faculty members and upper level university administrators. The institutions where individuals obtain their degrees can impact their ability to move into these positions in certain academic environments (Adams & Defleur, 2005).

This study utilized Q methodology to uncover the perceptions of African Americans toward the values, attitudes, and beliefs that impact the decision to select for-profit universities for a doctoral degree. Seventeen students that selected for-profit doctoral degrees that are currently enrolled or graduated from for-profit universities participated in the study. The participants each sorted 80 statements based on their perception of the level of influence each factor had on their selection of doctoral education. Participants were asked to sort the statements using a ranking system of (+7) most impacted my decision through (-7) least impacted my decision. In addition to the sort, a post card sort questionnaire collected demographic data. Thirteen (76.5 %) of the seventeen participants completed this information. Four groups emerged as a result of the sorting of the statements that assessed the students’ perceptions of the influences on doctoral program choice at for-profit institutions. These groups were described as selection for balance and convenience, selection for interpersonal connectedness, convenience and self-efficacy and comfort with the lack of confidence.

The results of this study indicate that for-profit universities have done an excellent job in communicating their understanding of the needs of African Americans seeking to pursue doctoral studies. The findings of this study assert that there are many influences on the decision making process for African Americans that choose to attend for-profit institutions for doctoral study. Admissions requirements, institutional traits, self-efficacy, experiences and goals all influenced participants of this study. Participants indicated a need for convenience in delivery especially in regards to their lifestyle before the degree program. Flexible schedules that allow individuals to continue working were identified as a characteristic to offer. In addition, utilizing faculty and alumni to make connections and encourage enrollment was a distinguishing characteristic to another group of participants. Marketing the concept that for-profit institutions are a place to receive the needed degree to advance career and personal goals was also indicated. Lastly, the final factor lacked the confidence in their ability to be accepted and, subsequently, successful at traditional, not for profit universities found for-profit institutions a viable alternative for doctoral study. This factor found comfort in continuing their education at a for-profit institutions because they were confident from past experiences they could be successful at that type of institution.

The understanding acquired through this research study can assist admissions professionals, department chairs and faculty in the development of effective recruitment strategies for African American doctoral students. In addition, program development can be enhanced so that recruitment, retention and persistence can be addressed. Understanding the attitudes of potential students regarding the doctoral decision making process can offer a distinct perspective of what factors should be considered when creating admissions requirements, marketing plans, program development and delivery options.

Q Dissertation: Richardson on exercise science students’ views of obesity

Richardson, Laura A. (2016). Weights: An exploration of university exercise science students’ views of obesity. Doctoral dissertation (Curricular and Instructional Studies), University of Akron.

Abstract: The prevalence of obesity stigmatization and discrimination is powerful, socially acceptable and widely under-explored. It has been well documented over the past two decades that people of size are targets of discrimination. With the escalating trend of obesity and vast documentation of weightism, future exercise professionals will treat and assist many patients of size. This study investigated the views of students towards obesity and weight management treatments in a first year Exercise Science course. Q methodology was chosen as a method to explore and measure students’ subjectivity. Measuring subjectivity can be difficult to quantify especially when addressing sensitive material such as negative or discriminatory perspectives. The statement of the problem consists of a two-fold agenda exploring students’ views and implementing Q methodology as a needs assessment to identify areas of obesity education that may be considered for potential modifications within Exercise Science curricula. This study aims to empirically assess differing views and report first-year university students’ perspectives of obesity, within an introductory exercise science course, as a starting point to determine if additional educational strategies should be implemented within the undergraduate exercise science curricula. Providing a robust education for preprofessional students is critical and in the process, it is a priority to help minimize possible obesity bias and discrimination. Understanding and evaluating students’ views towards course content material promptly during the undergraduate studies may significantly facilitate threading awareness and exposure of weightism early and continuously throughout the undergraduate program. It is essential for students (preprofessional) to be educated regarding extensive issues of obesity care while being sensitive to treatment options. Identifying discriminatory or unconscious bias among students is the first step. Subsequently, developing mechanisms and strategies for educators to increase bias awareness for obesity acceptance must follow.

The focus on students’ subjective perspectives related to obesity has received unduly scarce attention in previous studies. This lack of attention may be partially caused by difficulties in measuring subjectivity. This current study addressed the challenge by developing an analytical approach using a robust concourse that increased the precision of exploring views. This study revealed first-year university students’ views of obesity and demonstrated how Q methodology can be used as a needs assessment tool in Exercise Science undergraduate program.

Laura A Richardson <laura2> is currently visiting instructor of Sports Science and Wellness Education at the University of Akron. An article related to her dissertation appears in Advances in Physiology Education, 2015, 39(2), 43-48, available at http://advan.physiology.org/content/39/2/43.

Q Dissertation: Merrill on intermediary enforcement in online advertising

Merrill, Kenneth (2015). Dedicated to infringement: The politics of intermediary enforcement in online advertising. Doctoral dissertation (Media Studies), Syracuse University.

Abstract: In the wake of recent legislative efforts designed to curb copyright infringement on the web—the Stop Online Piracy Act (SOPA) and the Preventing Real Online Threats to Economic Creativity and Theft of Intellectual Property Act (PIPA)—governments have increasingly come to rely on private industry (e.g., content providers and third party content networks) to serve as intermediaries for the enforcement of intellectual property rights on the web. Often this form of infrastructure-based content mediation occurs through private ordering and the creation of industry standards and in-house best practices designed to deal with alleged intellectual property infringement. The emergence of these indirect infrastructure-based modes of enforcement (DeNardis, 2012) raises several important questions for innovation, Internet interoperability, and freedom of expression on the web. This study seeks to shed light on this murky area of content mediation by examining how online advertising professionals construct meaning around value-laden concepts like intellectual property rights and how these cognitive constructs go on to influence the shape of the networked public sphere. The study uses a mixed method approach combining Q methodology and focus group interviews to examine cognitive and discursive patterns of meaning-making regarding intellectual property infringement among online advertising professionals, a key industry in this increasingly privatized infrastructure-mediated regulatory environment.

Q Dissertation: Parker on educators’ perceptions of how student backgrounds affect academic outcomes

Parker, James H., IV. (2015). Middle school educators’ perceptions of student backgrounds affecting student academic outcomes in rural coastal North Carolina. Doctoral dissertation (Education), North Carolina State University.

Abstract: The perceptions of educators affect their students. When educators discount their student’s ability to be successful based on student background, this is termed “deficit thinking.” Deficit thinking reinforces the stereotype threats of students, which may cause lowered academic outcomes for these students. Q-methodology was utilized to investigate the subjective opinions of middle school educators. I reviewed literature on deficit thinking and interviewed middle school educators pertaining to student background affecting educational outcomes to create a set of statements. Statements were printed on cards. Thirty-one middle school educators sorted the cards, in a forced distribution, according to their beliefs about student background. The Q-sorts were factor analyzed to reveal statistical correlations among the administrators. One-on-one and focus group interviews for each factor were conducted in order to gain more insight about the middle school educators’ perceptions of student background affecting educational outcomes. Data analysis indicated three statistically significant factors. Along with these factors, data emerged explaining how middle school educators view the role of student background affecting educational outcomes. The findings of this study generate insights into middle school educators’ perceptions of their students and provide policy makers, researchers, and practitioners with information about this important topic.

Q Dissertation: Bicking on application of the Toyota Production System

Bicking, Cortes J. (2015). Toyota Production System (TPS) theories-in-action and lean implementation theories-in-action: A contrast in maximization of human potential. Doctoral dissertation, Human and Organization Development, Fielding Graduate University.

Abstract: Thousands of companies have tried to emulate the Toyota Production System (TPS), through the concept of Lean manufacturing, resulting in disappointment or failure. Case studies have identified broad causal factors such as leadership actions, lack of overall skills, and “cherry-picking” TPS techniques, instead of embracing them in the spirit and mindset intended. This research sought to identify the collective mindset, which enables Toyota to effectively apply TPS, when others cannot. The findings provide insight into prerequisites of Lean implementation. Such knowledge benefits companies desiring to embrace continuous improvement thinking into the fabric of their culture and consultants concerned with “how”. The research began by exploring the similarities and differences between Lean implementation theories-in-action and TPS theories-in-action. A triangulated approach using case studies, q-sort methodology, and survey was employed. Participants in the q-sort and survey came from 2 sources. The first, a company that has attempted to implement Lean practice more than once with disappointing results. The second source, a team of Toyota employees from their Erlanger, KY plant. Comparisons yielded 3 important findings. First, Toyota responses indicate a willingness and commitment to challenge the status quo, at every level, not evident in the other company. Second, a definite lack of understanding the underlying purpose of Lean and the tools was apparent in the non-Toyota organization. Third, the method of organizational learning employed by Toyota has a different focus than the non-Toyota organization. The findings indicate prerequisite organizational characteristics, necessary for successful implementation of Lean, exist. A CAS perspective, openness to collaborative, non-defensive, reflection within Toyota far exceeds the non-Toyota company. Further investigation on how to foster collaborative reflection among teams, organizations, and society is warranted and could enable positive social change.

Q Dissertation: Pelham on prescriber perceptions while managing pain

Welham, Grace C. (2015). Prescriber perceptions while managing pain. Doctoral dissertation, Social and Administrative Science in Pharmacy, University of Wisconsin – Madison.

Introduction: This study used Q methodology to explore and describe prescriber perceptions while managing pain. Patient psychological and sociocultural context impact the pain experienced by different patients. From a quality of care perspective, it is important for prescribers who manage and treat pain to recognize these differences. Objectives: Phase 1: Objective 1a explored a prescriber-level model of what influences decision-making in pain management. Objective 1b created a sample of items from Objective 1a to be sorted and ranked in Phase 2. Phase 2: Objective 2a used a by-person factor analysis to identify prescriber “types.” Objective 2b described the prescriber types through interpretation of the factors that emerged from Objective 2a. Methods: Phase 1 of this study used semi-structured interviews to qualitatively explore Primary Care Prescriber perceptions of pain management to develop the Concourse of responses. From the Concourse, the Q-set was developed, which forms the statements that were sorted and ranked by prescribers who completed the Q-sort. The Q-sort is a method of data collection that allowed by-person factor analysis. The Q-sort was administered as part of a self-administered, paper-based questionnaire. By-person factor analysis identified prescriber types that emerged from the Q-sort data. Results: Three prescribers types were identified. Confident Clinicians focused on clinical characteristics of the patient, developed a treatment plan based on those characteristics, and worked with the patient to determine the best treatment. Sensitive Psychologists, while also considering clinical characteristics, focused more intently on patient psycho-behavioral characteristics. They were sensitive to the increased potential for abuse or addiction in patients with poor psychological status. The Seasoned Realists considered the patients most holistically, and recognized that no matter their treatment of choice, the patient must be able to access the treatment. Conclusions: The three prescriber types that emerged from the data share common perspectives of pain as they are all trained in the allopathic tradition. However, certain perceptions distinguished the Sensitive Psychologists and the Seasoned Realists from the Confident Clinicians. These distinguishing perceptions are what can be used to differentiate prescribers by their perceptions. The main limitations of this study are the lack of generalizability and a reliance on self-report.

Q Dissertation: Sisneros on Westerners’ attachment to public lands

Sisneros, Chris (2015). Understanding Westerners’ relationship with public lands and federal land managers through attachment to public lands. Doctoral dissertation, Sociology, Social Work and Anthropology, Utah State University.

Abstract: The vast swathes of public lands in the western U.S. have long been connected with both the culture and daily lives of the people that live near them. The purpose of this study is to understand the relationship that individuals have with public lands and how that relationship relates to their opinions about the federal agencies (specifically the Forest Service and Bureau of Land Management) that oversee those public lands. This is done through the use of the affective bond attachment to public lands, which is the degree to which individuals feel connected to public lands through both the opportunities they provide to enjoy their desired lifestyle, functional connections, and the ways in which personal identity is tied to those lands, emotional connections. Assessing this bond is done through analysis and interpretation of selected data from the 2007 Public Lands and Utah Communities survey, which looked at a variety of connections Utah residents have to the state’s many public lands. This study utilizes a novel statistical method known as the “inverted-R analysis,” which groups respondents based on answers to a variety of attitudinal measures, to develop three distinct typologies of attachment to public lands. Analysis of differences between the groups of respondents that expressed different types of attachment revealed no correlation between attachment to public lands and opinions about land managers. All respondents expressed generally negative sentiment towards both Forest Service and Bureau of Land Management land managers. However, respondents who expressed a stronger attachment to public lands also demonstrated higher levels of interaction with public lands. Additionally, functional and emotional connections to public lands were shown to operate as two separate parts of attachment to public lands. This reinforces the modeling of the conceptualization attachment to public lands after the related concept, place attachment. This study demonstrated both the strong connections individuals in Utah have with public lands and the strong opinions held about the agencies that manage those lands.

Q Dissertation: Ottawa on mentoring to improve first-year teachers’ experience

Wottawa, Robert J., II. (2016). Expert advice from mentor teachers to improve first-year teachers’ teaching and first-year experience. Doctoral dissertation (Interdisciplinary Educational Studies), Long Island University, C. W. Post Center.

Abstract: This study adopted an interdisciplinary perspective and employed Q methodology as a mixed-methods approach to uncover the tacit knowledge (as defined by Polanyi, 1966) of mentor teachers and provided shared viewpoints of advice to improve first-year teachers. Advice was elicited from mentor teachers from public schools on Long Island and the greater metropolitan region of New York to provide first-year high school teachers the necessary guidance to improve their teaching effectiveness and first-year experience. Eight themes of advice: (a) classroom management; (b) lesson planning; (c) technology; (d) assessment and data; (e) content knowledge; (f) communication and relationships; (g) professionalism; and (h) other insights emerged through a series of 11 expert teacher interviews prior to developing the 56 advice statements, that were then used for an anonymous online Q sorting survey by high school mentor teachers (n = 71). The analysis revealed eight shared viewpoints of 99% of the participants and explains 56.2% of the variance. The eight Q models represent eight hypothetical mentor teachers reflecting advice to improve the effectiveness of first-year teachers. Generalized linear modeling (GLM) was used to predict factor loadings of individual respondents on each Q model, where the dependent variables represent the covariates including: (a) content area, (b) teaching experience, and (c) highest education level. The findings have implications for tacit knowledge development and transference, expert advice, and recommendations for educational practice, teacher preparation programs and future research. Keywords: advice, expert judgment, explicit knowledge, first-year teacher, mentor teacher, Q methodology, tacit knowledge.