School of Education
Recent Submissions
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Ripper, Julie M.; Krantz, Steve; Deems, Terri (April 17, 2007)[more][less]
Abstract: Because of the necessity for fundrasiers to solicit constituents in order to raise the most funds as effectively as possible, this research takes a look at the phonathon program at a Drake University, a small Midwestern University. The purpose of this study was to identify the predictors for the probability of securing a gift and the gift size in response to a call. Five core recommendations were made to improve the efficiency of the phonathon program. Future research is needed to determine whether these findings remain true over time or how these results compare to other fundraising methods. Description: Julie M. Ripper is the former Director of Annual Fund at Drake University, and can be contacted at jmripper@att.net. Steve Krantz, Ph.D., is an Associate Professor in the School of Nursing at the University of Missouri in Kansas City. Terri Deems is an Adjunct Faculty member in the School of Education at Drake University. URI: http://hdl.handle.net/2092/534 Files in this item: 1
ripperspecproj.pdf (78.15Kb) -
Westbrook, Thomas S.; Greiner, Keith; Saunders, Kevin (Eastern Educational Research Association (U.S.), 2005)[more][less]
Abstract: This article reports the results of a study of student perceptions of expected and experienced academic service and instructional quality across 4 years of college enrollment. Results indicated a pattern of perceived change over 4 years with a significant difference between students’ expectations to experienced quality. The largest pre- to post- assessment change was a negative gap during the first semester in both academic service and instructional quality. Subscale scores revealed both positive and negative variations over the 4-year period. The findings suggested a continued support for linking in-class and out-of-class faculty and student development initiatives. Description: The text is published here with the permission of the Journal of Research in Education Pages in the published version are identified with the symbols, “[ ].” Additional information is at the end of this document. Keith Greiner is a Drake graduate and can be contacted at Keith.Greiner@iowa.gov. Tom Westbrook is a Professor of Education in the Leadership and Adult Development program at Drake University and can be contacted at thomas.westbrook@drake.edu URI: http://hdl.handle.net/2092/504 Files in this item: 1
Greiner2ServicePerceptions.pdf (46.89Kb) -
Greiner, Keith; Westbrook, Thomas S. (National Resource Center for the First-Year Experience & Students in Transition, University of South Carolina,, 2002)[more][less]
Abstract: This article reports a study of the relationship between academic service quality and instructional quality in higher education. The study included 360 students enrolled in first-year biology course. Eighty-two percent of the participants were in the first semester of their college. Academic service was an adaptation of five business dimensions; instructional quality was measured by nine dimensions. The use of business dimensions suggested that the instructor/student relationship may be seen in the marketing context of an exchange between two parties. The study found a high correlation between academic service and instructional quality. Academic service quality overlapped instructional quality in three dimensions: enthusiasm, organization, and rapport. The findings suggest relationships exist at both an overall level and at subscale levels across a variety of demographic variables. The factor constructs of instructional quality are clearly distinguished from academic service quality, but there is an overlap in constructs describing interpersonal relationships. The study has major significance for the blending of academic and student personnel concerns in the academy. The authors recommend longterm studies of [8] relationships between expected and observed quality, long-term relationships between instruction and service quality, and adaptation of the instruments to distance-learning. Description: The text is published here with the permission of the "Journal of the First-Year Experience and Students in Transition." Pages in the published version are identified with the symbols, “[ ].” Additional information is at the end of this document. Keith Greiner is a Drake graduate and can be contacted at Keith.Greiner@iowa.gov. Tom Westbrook is a Professor of Education in the Leadership and Adult Development program at Drake University and can be contacted at thomas.westbrook@drake.edu URI: http://hdl.handle.net/2092/503 Files in this item: 1
Greiner1AcademicServiceQuality.pdf (54.54Kb) -
Gilbride, Dennis D.; Stensrud, Robert; Ehlers, Connie; Evans, Eric; Peterson, Craig (National Rehabilitation Association, October, 2000)[more][less]
Abstract: This article describes a study of employers' attitudes toward hiring people with disabilities and toward the state Vocational Rehabilitation (VR) agency. The study examined attitudes of employers in two states, one in the Midwest and one in the Southeast. In all cases, en-~ployers were known to have hired people with disabilities and to have worked with the state VR agency. The study found that employers stated that they were glad they hired the person they did, but expressed reservations about hiring people with certain types of disabilities. Employers did not express a high degree of knowledge about the state VR program, and satisfaction with VR was mixed. Description: Robert Stensrud is Association Professor of Education, National Rehabilitation Institute, Vocational Rehabilitation in the School of Education at Drake University. He can be contacted at robert.stensrud@drake.edu URI: http://hdl.handle.net/2092/417 Files in this item: 1
stensrudjor2000.pdf (771.5Kb) -
Beisser, Sally R. (Haworth Press, Inc., January, 2006)[more][less]
Abstract: Gender disparity exists in many educational environments despite conscientious attempts to equalize opportunities and outcomes. Research studies indicate females are less likely to effectively engage in the use of technology for problem solving. However, in a two-year study of a Midwest elementary multi-age classroom, researchers studied computer-using activity of grade 1-5 students using Lego/ Logo technologies. Teachers put in practice learning strategies that encouraged both sexes to engage in computer-oriented problem solving. Through an experimental design, observation, and teacher assessment, the results suggest that, in practice, females demonstrate significant gains in self-efficacy using computer technology in this computer- rich classroom and report positive perceptions of self. Girls report more positive assessments of female technological competence and current computer use while boys do not waver from a belief in male technological superiority. Observation and teacher assessment indicate females are solving problems without asking for help. Furthermore, girls suggest that males are not more technologically savvy than they are. Girls also indicate that boys were not more likely to be adult computer users. On the other hand, boys report only a slight shift in their gendered beliefs. © 2005 by The Haworth Press, Inc. All rights reserved. Description: Sally R. Beisser is an Associate Professor of Education in the Teaching and Learning Department of the School of Education at Drake University. She can be contacted at: sally.beisser@drake.edu URI: http://hdl.handle.net/2092/411 Files in this item: 1
BeisserCIS2006.pdf (91.87Kb)