Michalak, R., & Rysavy, M. D. (2016). Information literacy in 2015: International graduate business students’ perceptions of information literacy skills compared to test-assessed skills. Journal of Business & Finance Librarianship, 21(2), 152-174.
Clariana, R. B., Rysavy, M. D., & Taricani, E. (2015). Text signals influence team artifacts. Educational Technology Research and Development, 63(1), 35-52. doi:10.1007/s11423-014-9362-5
Rysavy, M. (2013). Professional business or personal? TechTrends: For Leaders in Education & Training, 57(3), 6. doi:10.1007/s11528-013-0653-1. Read the post about my first publication by visiting here.
Rysavy, M. (2015). Achievement goal orientation and its implications for workplace goal setting programs, Supervisory/subordinate relationships, and training.
Previous research on achievement goal orientation theory has considered the influence of an individual’s performance or learning goal orientation on goal setting, motivation to continue working towards a goal, and ultimate goal attainment. However, in many environments, including school and the workplace, there is a good chance that an individual is influenced or coerced to establish goals that are approved by another (e.g., individual’s teacher or manager) that may be congruent or incongruent with their own individual goal orientation. This investigation considers a broad question, what is the influence of an authority figure’s goal orientation on an individual’s established goals? The annual performance review discussion, and in particular, the annual goal review and discussion are potentially revealing or personal conversations between managers and employees. Through the lens of goal orientation theory, this investigation will use managers’ attitudes and perceptions, along with their stated goal preferences to determine if a manager’s goal orientation could have a positive or negative impact on the goals that he or she supports in his or her employees. This study explores middle management’s support of employee goals that are set as part of the Staff Review and Development process (SRDP) within the Information Technology department at a large research university and how this support may be influenced by manager’s individual goal orientations. Results of this study indicate that there was no significant difference between a manger’s goal orientation and the manager’s preference for type of employee goal (learning or performance), nor between a manager’s goal orientation and the manager’s goal discussion or goal support behaviors.
An action plan for the New Castle County Vocational Technical School District to improve teachers’ integration of technology into the classroom
by Rysavy, Monica D.T., Ed.D., Wilmington University (Delaware), 2008, 122 pages; AAT 3332697
Link to view the full document: http://slidesha.re/YmBqIN
The New Castle County Vocational Technical School District (NCCVT) is comprised of four high schools throughout New Castle County–Delcastle Technical High School, Howard Technical High School, Paul M. Hodgson Vocational Technical High School, and St. Georges Technical High School. The NCCVT School District is one of three vocational technical school districts in the State of Delaware.
Recent trends in the K-12 educational arena promote increasing technology integration in schools. The Delaware Center for Educational Technology has adopted Dr. Christopher Moersch’s Level of Technology Implementation Framework (LoTi) Survey as its accepted tool for analyzing to what extent K-12 educators are integrating technology in Delaware schools.
This executive position paper examines ex post facto data from LoTi Surveys taken in the NCCVT School district during the 2004-2005 and 2006-2007 school years. Survey data were accessed through the secure LoTi Lounge web site. This paper also examines LoTi Survey data collected from a six-week pilot program conducted by this researcher. The program involved pre and post LoTi testing and was taken by 14 staff members at St. Georges Technical High School. The objective of this paper is to determine if a hybrid model of technology professional development, to include face-to-face and online learning through Blackboard, is an effective method of increasing staff members LoTi scores.
The findings of this study demonstrate an increase in the pilot program’s LoTi scores when compared to the Pre-Pilot program LoTi survey. The Mode LoTi score increased from the Pre-Survey, where participants scored a LoTi Level 1, to the Post-Survey, where participants scored a LoTi Level 3.