Browsing by Author "Rogers, Audrey"
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Item Beginning teachers: the connection between expectations and job satisfaction(Southern New Hampshire University, 2016) DeRosa, Laura; Procek, Cara; Rogers, Audrey; Lindley-Soucy, KimThis qualitative, multiple case study aimed to better understand beginning teachers’ expectations of the profession, and the role that expectations play in overall job satisfaction. The need for the study is rooted in the reality that schools are faced with the problem of high rates of beginning teacher turnover that impacts school budgets and student achievement. In order to better understand the factors that lead to teacher turnover, the study focused on job satisfaction and used Oliver’s Expectation Confirmation Theory (1977/1980) as a framework to guide the study. The study included five teachers in New England with one to three years of teaching experience and explored their expectations of teaching, how their expectations matched up to the reality of teaching, and the impact that expectations played in their job satisfaction. Data was collected through the use of a survey, focus group, interviews, document review, and member checking. Findings indicate that teachers prioritize their expectations and that those expectations do influence job satisfaction. Additional findings indicate that beginning teachers expect to: enter the profession prepared to fulfill the requirement of the position, have the ability to make a difference, and be provided with support from their colleagues. The researcher recommends that institutions that prepare teachers and administrators rethink their curriculum and that schools provide more support for beginning teachers. (Author abstract)Item Cultural integration in action : two faculty members' perspectives(Rivier College, 2011-04) Rogers, Audrey; Riabov, LyraItem Decision making process and declining enrollments in northern New England(Southern New Hampshire University, 2017) St. Cyr, Robert M.; Fenton, Marilyn; Rogers, Audrey; Richardson, IrvingThis research was conducted as a qualitative comparative case study of two Northern New England school districts that were in the process of responding to declining enrollments. The purpose of the study was to explore decision-making through the lens of declining enrollments. An award winning rural school in an affluent town with high performing students and high tax rates was compared to a focus school in a rural economically depressed area with comparable tax rates. The NWREL Framework (1975) was used as a theoretical lens for examining the decision making process. This framework includes the following components: (1) participatory decision-making, (2) choice, (3) process, and (4) comprehensiveness. Results indicated that a decision making process was followed to address declining enrollments in one of the districts, while the other district’s response was reactive. Both schools reported negative impacts of program reductions on school staff and climate; however, participants agreed that at the time of the interviews, the impact on the community and students was not noticeable. Results indicated that declining enrollment became a problem in both school districts when student enrollment dropped to a level that required budgetary responses in the form of reducing positions, programs and the high-end tax base. This study, though small in scale, will be useful for larger studies that might explore the phenomenon of declining enrollments. (Author abstract)Item Delivering and evaluating on-line degree programs in culinary arts/management: perceptions of educators and industry practitioners(Southern New Hampshire University, 2017) Ryll, Stefan; Rogers, Audrey; Pandit, Ravi; Frost, PeterThis quantitative research examines the perceptions of culinary arts/management educators and culinary industry practitioners on the future of online culinary arts education. Specifically pertaining to the recommended procedures by educators and chefs to judge and critique the quality of food products in terms sensory modalities, and what the key quality indicators for online culinary arts programs may be. While much of the current literature concerning perceptions of online culinary arts education relates to students and faculty, little focus is on the design of effective online culinary arts curricula. Therefore, this study informs culinary arts educators who seek to understand how to teach practical culinary arts skills effectively and appropriately through online media. An electronic survey was sent via email to 1,250 members of the American Culinary Federation (ACF) and the International Council of Hotel, Restaurant and Institutional Educators (ICHRIE). Undeliverable emails resulted in 1,204 potential participants. Participation was 18.8% (n = 226). This study found significant differences between the two groups on the importance ratings of three of the professional courses and four of the general educational courses. Significant differences between the two groups were also found on the measures of importance on the factors of quality for an online culinary arts program. The results also demonstrated that there are no significant differences between culinary arts/management educators and industry practitioners on the recommended procedures to judge and critique the quality of the food products in terms of sensory modalities. The findings of this study suggest that online culinary arts programs develop a curriculum that meets the essential demands for future culinarians. The design of such a program should incorporate more hands-on rather than theoretical content. Furthermore, curriculum should be designed to take into account gaps in knowledge of culinary arts students. (Author abstract)Item Gender Equity Prioritization by and Gender Attitudes of Professors in Teacher Preparation Programs(Southern New Hampshire University, 2019) Murchison, Amanda; Rogers, AudreyIn response to the research findings that teacher gender biases negatively impact students, this quantitative research study gathered data on how professors in teacher preparation programs and professors in those programs in New England are prioritizing gender equity among other social justice issues, and what those professors’ gender attitudes are. One hundred eighty-one professors currently teaching in preparation programs in Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont responded to the electronically distributed survey. The results from the surveyed participants indicate that institutional and personal priority of gender equity among other social justice issues is low. However, these surveyed participants had highly positive gender attitude scores. The lack of gender equity prioritization among other social justice issues by surveyed participants suggests that these positive gender attitude scores are not being passed on to teacher candidates, however more research is needed on this point. Though the results failed to meet required assumptions for statistical analyses, the data gathered in this nascent study provide a plethora of opportunities for future research. Keywords: Gender equity, gender attitudes, prioritization, social justice issues, professors, teacher preparation programs, heteronormativityItem International Business Doctoral Student Handbook(Southern New Hampshire University, 2023-08-28) Liu, Bo; Camayd-Freixas, Yoel; Campbell, Leslie; Caridine, Eboni; Rogers, AudreyItem Investigating faculty management of shifting roles in blended learning environments(Southern New Hampshire University, 2016) Blanchette, Kimberly; Rogers, Audrey; Paddack, Megan; Lindley-Soucy, Mary-KimThis qualitative case study considers how faculty manage shifting roles in blended learning environments. Blended learning presents challenges for faculty due partly to complexity of instruction, need for more time, lack of institutional support, changing roles, and difficulty of adoption to new technologies. For blended learning to be effective, institutions must commit resources and support toward faculty training and development in order to foster positive attitudes and perceptions toward effective use of technology in the classroom which would promote a shift from teacher-oriented toward student-oriented learning. Data collection and analysis was guided by Berge’s (1995) Role Categories Conceptual Framework. This study’s findings help to inform approaches toward developing and supporting faculty. Where Berge’s (1995) Role Categories Conceptual Framework assists with organization and discussion of pedagogical, social, managerial, and technological faculty roles, this study goes further in recommending a Model for Managing Faculty Roles that considers influence of perception and importance of pedagogy. This model assists in guiding institutions and faculty through evolution of perception, knowledge, and experience with a focus on pedagogy and student learning assessment.Item Race and gender in teacher preparation programs : how does being a white female inform leadership decisions in creating a culture of excellence for tomorrow's teachers?(Rivier College, 2009-11) Rogers, AudreyTo create a culture of excellence in any organization, an effective leader must understand his or her leadership in all its dimensions. Education has been historically dominated by white women making it imperative that leaders in this field analyze their leadership in terms of gender and race. This becomes critical in the 21st century due to the widening "gap" between white female teachers and their increasingly diverse student population. This growing disconnect created by a "demographic imperative" is a particular challenge to teacher preparation programs where the student population is continuing the pattern of a majority of white, female preservice teachers for tomorrow's diverse classrooms. Current classroom dynamics especially in urban areas are demanding a cadre of teachers capable of understanding multicultural and diversity issues. Demographic shifts in K-12 classrooms call for culturally competent teachers skilled in building community and celebrating differences among students; however, current conditions reveal devastating consequences on our society.Item Tablet technology learning outcomes in elementary education(Southern New Hampshire University, 2014-04-02) Rea, Jennifer; Rogers, AudreyWith the implementation of Common Core Standards in 48 of the 50 United States classroom technology has become increasingly important. As early as first grade students are asked to, “…use a variety of digital tools to produce and publish writing, including in collaboration with peers"(National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010, pp. CCSS.ELA-Literacy.W.1.6). The use of tablet technology in the classroom meets this need. For the purposes of this research tablet technology will be defined as “A general-purpose computer contained in a single panel. Its distinguishing characteristic is the use of a touch screen as the input device” (The Computer Language Company, 2013). This paper will examine the learning outcomes achieved through using tablet technology in elementary school classrooms. Learning outcomes will be measured through qualitative teacher interviews and quantitative student assessment data. (Author abstract)Item Understanding Later-Day Saint missionary re-acculturation(Southern New Hampshire University, 2019) Sheffield, Kathleen Bunker; Ford, Margaret; Rogers, Audrey; Ayers, RichardWhen a sojourner travels to a new place they often acculturate to their new surroundings and the host culture in which they are living. There is also a readjustment when that same sojourner returns home, changed by their recent experiences and acculturation as they seek a return to the familiar and their home culture. The term used to describe this adaptation to a new culture is acculturation. Acculturation often entails a loss of the familiar as well as a loss of personal history and a sense of belonging. Re-acculturation can be defined as the readjustment or transition to one’s home culture after living abroad. Acculturation and re-acculturation reflect many of the same elements of adjustment and re-adjustment. Volunteer religious missionaries become sojourners as they experience living in new and diverse circumstances away from their home culture and again as they return home and experience re-adjustment. The purpose of this study was to explore the lived experiences of missionaries from The Church of Jesus Christ of Latter-day Saints and their re-acculturation after completing a voluntary religious mission. The individual missionaries’ lived experience of transition and re-acculturation were at the center of this research. The researcher used interpretive phenomenological analysis (IPA) as the qualitative approach for this study. Interpretive phenomenological analysis provided the framework through which the researcher obtained a detailed examination of the personal lived experiences of 10 returned Latter-day Saint missionaries. An analysis of findings indicated a lack of connection and need for connection, a progression of learning, growth and shift in identity, as well as an iterative process of perspective taking, meaning making, application and integration. In addition, a model that reflects the collective illustration of these finding was created and included to further illustrate the discussion. (Author abstract)Item Understanding online Millennial Generation students' relationship perceptions with online academic advisors(Southern New Hampshire University, 2019) Hobson, Luke Anthony; Moehle, Matthew R.; Rogers, Audrey; Williams, ShanitaThis explanatory sequential mixed methods study aims to understand the relationship perceptions of online Millennial Generation students with their online academic advisors. The study asks the question: How do online Millennial Generation students perceive their relationships with online academic advisors? This study surveyed 715 participants and interviewed seven participants from the Millennial Generation to learn their relationship perceptions with their online academic advisors. There were two phases of this mixed methods approach: quantitative and qualitative. These phases created an overall interpretation for the study, which produced four themes and three major findings. The four themes were connectivity, empathy, awareness, and encouragement. The three major findings indicated that online academic advisors are the main support system for online Millennial Generation students, online Millennial Generation students are empathetic towards their academic advisors and peers, and online Millennial Generation students appreciate their connections with their online academic advisors. (Author abstract)Item Understanding online millennial generation students' relationship perceptions with online academic advisors(Southern New Hampshire University, 2019) Hobson, Luke Anthony; Moehle, Matthew R.; Rogers, Audrey; Williams, ShanitaThis explanatory sequential mixed methods study aims to understand the relationship perceptions of online Millennial Generation students with their online academic advisors. The study asks the question: How do online Millennial Generation students perceive their relationships with online academic advisors? This study surveyed 715 participants and interviewed seven participants from the Millennial Generation to learn their relationship perceptions with their online academic advisors. There were two phases of this mixed methods approach: quantitative and qualitative. These phases created an overall interpretation for the study, which produced four themes and three major findings. The four themes were connectivity, empathy, awareness, and encouragement. The three major findings indicated that online academic advisors are the main support system for online Millennial Generation students, online Millennial Generation students are empathetic towards their academic advisors and peers, and online Millennial Generation students appreciate their connections with their online academic advisors. (Author abstract)