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Journal for the Advancement of Educational Research (2019) Vol Journal for the Advancement of Educational Research International A Publication of the Association for the Advancement of Educational Research International Achieving Excellence through Inquiry Fall 2019 Vol. 13, No. 1 Journal for the Advancement of Educational Research (2019) Vol. 13, No. 1 2 Journal for the Advancement of Educational Research International Peer Review Policy The Journal for the Advancement of Educational Research International (JAERI) is a peer reviewed Journal. Its peer review process follows those of other Peer-Reviewed Journals. Each paper submitted is reviewed by at least two and in case of conflict four reviewers, who are members of the Journal Review Board. All papers are subjected to a blind review. An evaluation rubric is used with ratings on four evaluative criteria inclusive of significance, relevance, methodological adequacy and acceptability of writing style. Paper acceptability is rated on a three-point scale from Accept as is, Accept with revision, and Reject. All reviews are conducted electronically so as to conduct reviews in a timely manner. The Journal for the Advancement of Educational Research International is indexed with the LIBRARY OF CONGRESS & the U.S. ISSN CENTER: (Print) ISSN 2638-5015, (Online) ISSN 2638-5023. The JAAERI is also indexed in ERIC (Education Resources Information Center). 2 Journal for the Advancement of Educational Research (2019) Vol. 13, No. 1 3 Journal for the Advancement of Educational Research International Association for the Advancement of Educational Research International Achieving Excellence through Inquiry Fall 2019 Vol. 13, No. 1 3 Journal for the Advancement of Educational Research (2019) Vol. 13, No. 1 4 Journal for the Advancement of Educational Research International Dr. Robert Ceglie // Editor Queens University of Charlotte Dr. Sherwood Thompson // Managing Editor Eastern Kentucky University Shawn White // Technical Editor Fallen Apple Design & Editing Studio Publication Board Dr. Robert Ceglie // Queens University of Charlotte Dr. Cheryl Mc Fadden // East Carolina University Dr. Linda Hanna // West Chester University of Pennsylvania Dr. Bozena Padykula // Western Connecticut State University Dr. Monica Parson // Liberty University Dr. Tara Shepperson // Eastern Kentucky University Dr. Louis Tietje // Metropolitan College of New York Dr. Dianne Wright // Florida Atlantic University 4 Journal for the Advancement of Educational Research (2019) Vol. 13, No. 1 5 TABLE OF CONTENTS Editor’s’ Note: In This Issue 6 Robert Ceglie ADDIE in Action: A Transformational Course Redesign Process 8 Dixie Abernathy, Queens University of Charlotte Initial Motivations of Doctoral Education Students 20 Robert Ceglie, Queens University of Charlotte Advising graduate adult learners at Historically Black College 32 and Universities: An exploratory study of faculty advisors’ experiences Shirlene D. A. Smith, North Carolina Agricultural & Technical State University Geleana Drew Alston, North Carolina Agricultural & Technical State University Greater Differentiation of Instruction and Mastery of Learning for 47 Student Teachers by Utilizing the True Colors™ Model Laura Erhard Fiorenza, West Chester University of Pennsylvania Linda G. Hanna, West Chester University of Pennsylvania Supervisors Matter for College Students: Relationships between 55 Employment Type and Student Outcomes Justin D. Hultman, Arizona State University Daniel W. Eadens, University of Central Florida Application of the Tri-Square Method in Measuring Changes in Learner 70 Performance: Illustrating Measurement via an Innovative Triostatistics Method and Statistical Procedure James Osler, North Carolina Central University Philliph M. Mutisya, North Carolina Central University Equity in Education Connects Students Achievement and School Improvement 89 Failure to Complete BSN Nursing Programs: Students’ Views 101 Nancy Elkins, Marshall University Educating Others on the Power of Women in Leadership Positions in the Church 107 Cassandra Sligh-Conway, South Carolina State University Teach and Transfer: Evaluating Teacher Candidates’ Literacy 114 Lessons for Strategic Instruction Megan Lyons, North Carolina Central University Melissa Stinnett, Western Illinois University Ty Jiles, Chicago State University Evan Ortlieb, St. John's University William Truby, Valdosta State University Ronny Green, Valdosta State University Rudo Tsemunhu, Valdosta State University 5 Journal for the Advancement of Educational Research (2019) Vol. 13, No. 1 6 Editor’s Note: In This Issue The Journal of The Advancement of Educational Research International (JAERI) has made great strides this year in expanding our reach as we have been added to a few refences that will add potential readership. Recently we have been added to the Library of Congress database as well as in the ERIC index database. We hope that these provide more exposure to our articles as we continue to look for opportunities to expand our influence. As I began my first full term, I was excited for the opportunity to read high quality work from a great group of scholars from across the globe. I aim to continue to look for ways to expand and have some ideas to add other types of scholar ship to future editions including position papers, personal narratives, book reviews and policy statements (amongst others). I believe it would be a great move to not only broaden our types of scholarship but to also allow opportunities for those who do not wish to comply to the standard artifact of only writing research articles. I hope you will join me in welcoming some additional forms of scholarship in future issues. We begin this issue with an article by Dr. Dixie Abernathy on the exploration of a course redesign effort with one program in her university. Using the ADDIE tool to guide the redesign process and implementation, Dr. Abernathy guides us the value of this tool to support her efforts. The positive results achieved through this process are described along with suggestions for its application by other educators. Our second article provides a compelling exploration into the world of doctoral education. Dr. Robert Ceglie provides data collected from a study that explored the motivational and support factors of two cohorts of educational doctoral students. Using both quantitative and qualitative measures, Dr. Ceglie presents the key findings that led these students to their current program as well as the key factors that supported their persistence in the wake of several challenges common in doctoral studies. In the conclusion, we hear of potential suggestions to other doctoral programs as ways to improve their ability to support their students. Next we hear from Dr. Shirlene Smith and Dr. Geleana Alston who present a timely study which examined faculty advisors’ experiences at Historically Black Colleges and Institutions. To build upon a limited research base on this topic, these researchers utilized interviews as a way to better understand how a group of 10 advisors supported the efforts of their students. They conclude with important suggestions for those who advise or closely work with students from diverse background and settings. In the fourth article, Dr. Fiorenza and Dr. Hanna explored the utility of the True Colors™ questionnaire as a tool to support differentiated instruction in a cohort of student teachers. The instrument focuses on one’s ability to self-assess personality traits with the goal of being able to apply this information to the ability to modify instructional strategies and practices in a classroom setting. The authors found that this questionnaire did support several positive outcomes in terms of the student’s ability to apply this to their own teaching experiences. Dr. Justin Hultman and Dr. Daniel Eadens investigate how academic persistence is fostered by work supervisors for those who are employed during their collegiate experience. Their quantitative study explored the influence that relationships between work supervisors and students have on their persistence efforts. They found a positive relationship which did support these students as they engaged in their higher education careers. Recommendations for future studies are provided by the authors. Our sixth article by Dr. James Osler and Dr. Phillip Mutisya, presents a unique exploration of ways to understand and study student performance. Using6 the Triostatistics Method, the authors Journal for the Advancement of Educational Research (2019) Vol. 13, No. 1 7 provide an in-depth description for the rationale and work that support this model as appropriate for future studies. With the current environment which demands accountability of teachers, we are provided with an approach to examine how culture and achievement can be quantitatively measured using advanced statistical methods. The issue of equity in educational settings is a frequently discussed area as scholars study student achievement. Dr. X examined research which illustrates the influence of positive school culture on student achievement. The ability for teachers and building administrators to build supportive cultures in their schools is an imperative step if achievement levels are expected to improve, especially for marginalized students. In the eighth study, Dr. Nancy Elkins tackles persistence factors for students attempting to complete undergraduate nursing programs. Her work specifically focused on a cohort of students who did not complete their path to successfully complete their nursing programs. Using qualitative tools, Dr. Elkins
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