國立虎尾科技大學 |

The influence of resilience on doctoral completion in one preparation program in educational leadership.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The influence of resilience on doctoral completion in one preparation program in educational leadership./
作者:	Blue, Maureen Anne.
面頁冊數:	1 online resource (177 pages)
附註:	Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 9200.
Contained By:	Dissertation Abstracts International72-01A.
標題:	Higher education. -
電子資源:	click for full text (PQDT)
ISBN:	9781124371115

The influence of resilience on doctoral completion in one preparation program in educational leadership.
Blue, Maureen Anne.

The influence of resilience on doctoral completion in one preparation program in educational leadership. - 1 online resource (177 pages)

Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 9200.

Thesis (Ed.D.)--Seton Hall University, 2008.

Includes bibliographical references

The purpose of this study was to examine the influence of resilience on degree completion among doctoral students in an Ed.D. program in educational leadership. The researcher measured the seven characteristics of resilient individuals identified by Wolin and Wolin (1993) among 99 doctoral students (completers and non completers) using Biscoe and Harris's (1994) Resilience Attitudes Scale (RAS). Reconceptualizing Tinto's core construct of student integration and operationalizing it as involvement provided a method to understand the individual and their relationship within their environment. The researcher subsequently conducted independent t-tests, one-sample t tests, and Levine's tests for Equality of Variances on the data obtained from the seven RAS subconstruct scales. The study results indicate students in one Ed.D. in educational leadership are more resilient than Biscoe & Harris's normed groups. The mean scores differed significantly at the .000 level in all seven subscales. When the Ed.D. students were compared to each other (completers and noncompleters) there was only one significant difference. The resiliency characteristic of initiative, significantly differed between completers and noncompleters and predicted differences do exist with students' intent to persist to degree completion. In all other subscales Ed.D. students were equally resilient. An emphasis placed on assessment, specifically admissions criteria used in one Ed.D. program in educational leadership is a predictor of highly resilient students. The best practices of the Ed.D. program contributes to the high resiliency of their students and is a contributing factor in understanding completion.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781124371115Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

The influence of resilience on doctoral completion in one preparation program in educational leadership.
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500 $a Advisers: Michael Osnato; Rebecca Cox.
502 $a Thesis (Ed.D.)--Seton Hall University, 2008.
504 $a Includes bibliographical references
520 $a The purpose of this study was to examine the influence of resilience on degree completion among doctoral students in an Ed.D. program in educational leadership. The researcher measured the seven characteristics of resilient individuals identified by Wolin and Wolin (1993) among 99 doctoral students (completers and non completers) using Biscoe and Harris's (1994) Resilience Attitudes Scale (RAS). Reconceptualizing Tinto's core construct of student integration and operationalizing it as involvement provided a method to understand the individual and their relationship within their environment. The researcher subsequently conducted independent t-tests, one-sample t tests, and Levine's tests for Equality of Variances on the data obtained from the seven RAS subconstruct scales. The study results indicate students in one Ed.D. in educational leadership are more resilient than Biscoe & Harris's normed groups. The mean scores differed significantly at the .000 level in all seven subscales. When the Ed.D. students were compared to each other (completers and noncompleters) there was only one significant difference. The resiliency characteristic of initiative, significantly differed between completers and noncompleters and predicted differences do exist with students' intent to persist to degree completion. In all other subscales Ed.D. students were equally resilient. An emphasis placed on assessment, specifically admissions criteria used in one Ed.D. program in educational leadership is a predictor of highly resilient students. The best practices of the Ed.D. program contributes to the high resiliency of their students and is a contributing factor in understanding completion.
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