College of Education

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The collections in this community comprise faculty research works, as well as graduate theses and dissertations..

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Now showing 1 - 4 of 4
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    Development and Initial Validation of the Work Addiction Inventory
    (2009) Bryan, Nicole A.; Lent, Robert W.; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The purpose of the study is to develop and validate the Work Addiction Inventory (WAI). The WAI is designed to assess individual's addiction to work via self-report. Data were collected from 127 working professional employed on at least a part-time (20 hours per week) basis. Results of an exploratory factor analysis retained 24 items and indicated that the WAI consists of three underlying factors. The WAI subscale and total scores showed adequate internal consistency reliabilities. Convergent and discriminant validity was initially supported by the relationship between WAI scores, an existing measure of workaholism, and social desirability. Also, WAI scores correlated highly with several criterion variables. Finally, evidence was found to suggest that the WAI accounts for unique variance beyond an existing measure of workaholism. In conclusion, psychometric properties of the WAI were initially supported by findings of the study.
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    Managers, Mentoring, and Moving Up: The Role of Mentoring in Women's Career Advancement in the Chemical Industry
    (2008-05-13) Paquin, Jill Denise; Fassinger, Ruth E; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The underrepresentation of women in White male-dominated science and technology fields (STEM) has been documented, with special attention on the lack of women's advancement within these fields, including industry (NSF, 2004; Fassinger, 2001; Fassinger, 2002). Mentoring has been shown to be a key variable in the career advancement of both men and women. Lack of mentoring for women also has been demonstrated as a barrier to career advancement (Fassinger & Hensler-McGinnis, 2005). The chemical industry is the largest employer of U.S. scientists and therefore represents an important testing ground for identifying barriers and facilitative factors, such as access to mentoring, that could impact women's career success in this arena (NSB, 2000). Managers represent an untapped mentoring resource for women trained in science and engineering working in industrial chemistry. This study sought to better understand how managers think about mentoring and women's advancement within their field. Specifically, results suggest that managers' experiences with mentoring may have some influence on their perceptions of mentoring more generally, and that their perceptions of gender may be linked to their beliefs about mentoring for women in the workplace.
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    The Effect of Instructional Consultation Teams on Teachers' Reported Instructional Practices
    (2007-11-26) Kaiser, Lauren Tracy; Rosenfield, Sylvia A; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    A primary goal of Instructional Consultation Teams (IC Teams; Rosenfield & Gravois, 1996) is that students' problems will be prevented or resolved through the provision of services to the adults who serve them. The assumption is that teachers will improve instructional planning, delivery, management, and assessment (e.g., matching instruction to student levels) as a result of working with a colleague through a collaborative problem-solving relationship, or working in a school building in which norms of collaboration and problem-solving with a focus on instruction have been developed. The efficacy of IC Teams for improving instruction has not yet been rigorously evaluated. The current study assesses teachers' self-reported frequency of use of good instructional practices in assessment and delivery of instruction to evaluate the effect of instructional consultation services on instruction in a sample of 977 teachers. Because teachers are nested within schools, multilevel analysis was conducted to control for nonequivalence and to correctly model the error structure of the data. Elementary school teachers in 11 schools that have implemented IC Teams for two or three years were compared with teachers in 17 non-equivalent schools that have never implemented IC Teams and teachers from 17 schools with one year of implementation. Results of multilevel analyses indicate that there are no significant differences in instructional practices between schools with or without IC Teams, but that teacher characteristics, such as years of experience and grade level of instruction, do explain some of the variance in teacher practices. Implications and limitations of the study are addressed.
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    Faculty Member Responses to Multiple Organizational Identities: Jesuit, Catholic, and University
    (2004-12-21) Deshotels, Judy Marie; Kezar, Adrianna; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Many organizations, including Catholic universities, make concerted efforts to foster their organizational identities, yet little research has been conducted to explore the issues pertinent to doing so and there is little research published on the concepts of organizational identity and organizational identification. Using grounded theory methodology, this study explored why and how faculty members respond to multiple organizational identities and the conditions, actions, and consequences that are part of that process. This study sought to understand what responses faculty members make to the Jesuit, Catholic, and university identities and what factors influence their responses. Results are based on a grounded theory analysis of thirty faculty member interviews at one Jesuit university. In general, the organizational identities made a difference to how faculty members enacted their roles depending on the degree to which faculty members had a sense of connection with the organizational identities. A sense of connection was made by the degree to which a faculty member shared the values and/or beliefs that were embodied in the organizational identities and whether or not faculty members perceived the organizational identities as being relevant to their jobs, i.e. to their roles or subject matter. The stronger the sense of connection, the more likely the faculty member would implement the organizational identities into their roles, unless other conditions/factors intervened, e.g. perceived conflict between identities, perceived importance of identities, attitude towards identities and broader organizational forms. In response to the level of connection, faculty members took a variety of actions or inaction: implemented the identities into all roles (full implementation), some roles (fragmented implementation), not at all (no implementation), or simply had actions that were coincidentally consistent with the organizational identities but were not the result of the identities (coincidental actions). Consequences of a personal nature arose based upon the level of faculty members' connections and resulting actions/inactions; these included a range of feelings: positive, mixed or ambivalent, negative, or neutral. Contributions to the organizational identity and identification literature are discussed and ten guidelines offered for practitioners in Catholic higher education who wish to foster their identities.