4. RESEARCH FELLOWSHIPS / AWARDS
? National Academy of Education Postdoctoral
Fellowship ($55,000)
2011 Hampton Williams Research Award by
USM ($1,500)
2011 Best Doctoral Dissertation Award by
AAER/NAER ($150)
2002 Berbecker Fellowship/Doctoral
Graduate Assistantship, USF ($25,000)
1997 Fulbright, Tskuba, Ibaraki Prefecture
(Science City) Tokyo, Japan ($3,000)

7. PUBLICATIONS
Eadens, D., Bruner, D., & Black, W. (2012). The intentions of
florida educational leadership graduate students to pursue
administrative positions. International Journal of Educational
Leadership Preparation, 7(1). Retrieved from
http://www.ncpeapublications.org/latest-issue.html
Eadens, D. W., & Hindes, N. (In Print). Educational leadership
graduate programs: Unpacking the selection process. Synergy:
A Journal for Graduate Student Research, 2(3).
Eadens, D. W. (2001, December). [Review of the book
Promising Practices for Contextual Learning, by S.H. Harwell &
W.E. Blank] Wingspan: The Pedamorphosis Communique, 14
(1) 38.

9. Eadens, D. W., &
Hindes, N. (In Print).
Educational
leadership graduate
programs: Unpacking
the selection
process. Synergy: A
Journal for Graduate
Student
Research, 2(3).

10. PUBLICATIONS IN PROGRESS
Eadens, D.W. (In Review) The intentions of florida educational leadership graduate students. Journal for the
Association for the Advancement of Educational Research Journal.
------------------------------------------------------------------------------------------------------------------------------
Mullen, C.A., Papa, R., Eadens, D.W., Hewitt, K. K., Schwanenberger, M., Bizzell, B., Chopin, S. (NCPEA 2012
Kansas City) Ideas-based Paper. The Future as We See it: Junior Faculty’s Envisioning of Mid-Century
Leadership.
Hindes, N., & Eadens, D.W. (?) Four steps to recognizing and responding to child abuse and neglect. Phi Delta
Kappan International.
Eadens, D. W., & Eadens, D.M. (paper 2011, October). Stop the world, I need to get off: the future of sensory
processing disorder in the classroom. Interactive Symposium lecture session to be presented during the 65th
Annual State Conference at the Florida Council for Exceptional Children, Jacksonville, Florida.
http://www.floridacec.org/Jacksonville2011.htm
----------------------------------------------------------------------------------------------------------------------------------
Ward, M., Rolle, A., Eadens, D.W., McColl, A. ( ?) Evolution of Leandro vs. State of N.C.: financial and legal
ramifications today considering NCLB’s and the current administration.
McNeese, R., Roberson, T., & Haines, G. (2009) Motivation and Leadership: A comparison of motivation
factors for pursuing a degree in education administration. An extended examination by
Eadens, D.W., Labat, M., Kreiger, J., Roberson, T., & McNeese, R.

12. PAPER Presentation
Summer 2011, Portland Oregon

13. The Intentions of Florida Educational
Leadership Graduate Students to
Pursue Administrative Positions
Daniel Eadens, Ed.D.
University of Southern Mississippi
Darlene Bruner
University of South Florida
William Black, Ph.D.
University of South Florida

14. Problem & Purpose
• Districts are concerned about the quality of the
applicant pools
• Despite the large number of certified
candidates, quality administrator applicants are not
applying for positions in schools in certain locations
and socio-economic regions
• To analyze factors that influence the intentions of
educational leadership graduate students currently
enrolled in university educational leadership
programs in Florida

15. Research Questions
Is there a relationship between intent to seek
an assistant principal position and:
• Self-assessed Leadership behavior
measured by (LPI)?
• Gender?
• Number of Credits successfully completed?
• Age?
• All above?

16. Literature
• Overproduction
• Choose not to work in administration
• Lack of qualified willing applicants

17. Significance
• To more fully understand why pools have
perceived quality candidate shortages using
job choice theory as a frame
• To identify self-reported leadership
behavior and intent to practice
• To share results to offer DOE, District
Leadership Academies, and University
Programs insight for reform of
selection, recruitment, and retention

18. Surveys & Sampling
1. (LPI ) Leadership Practices Inventory
2. (DIQ) Demographics & Intentions
Questionnaire
--------------------------------------------------------
• N=217
• Online Survey Monkey and/or Hard Packets
administered to Educational Leadership
M.Ed classes only at USF
(Tampa, Lakeland, St
Pete),FSU, NL, SLU, UCF

19. Sampling Results
• Response rate: varied between institutions.
Approx 50% - 50% were Online vs. Hard Copy in
person
• 46.5% secondary, 62.7% public, 74.7% teachers
• 5 to 9 years experience mean; Guidance/ESE:
25.9%
• Mostly 25 to 30 yrs old; skewed Mean age was 31
to 35 yrs
• 75.6% Female; 84.3% Caucasian

20. Data Analysis
RQ1: Between Intent to seek and Leadership
Behavior on LPI?
• The Multiple Regression Analysis indicated no
significant relationship (p = .715).
• The majority of respondents (83.9 %) do intend
to seek an assistant principal position upon
program completion.
• Which level of assistant principal they intended to
become: 52.5% indicated they will choose an
Elementary assistant principal position.
However, most were Secondary teachers, not
Elementary

21. Data Analysis
RQ2: Between Intent to seek and Gender?
• 53 male and 164 females respondents. Results of the
ANOVA analysis indicated no significant difference. (p =
.074).
• Since the dependent variable (Intent) was skewed, the
variable was transformed using a square root (sqrt)
function to see if the outcome could be improved.
Based on these results, there might be a significant
difference (p = .038) between male and female
students and their intent to seek an assistant principal
position; females having more intention to seek an
assistant principal position.

22. Data Analysis
RQ3: Between Intent and Number of Credits completed?
• The results of the Regression Analysis indicated no
significant relationship (p = .251).
• 64.1% rated the influence salary had on their decision
to pursue a degree in educational leadership as either
somewhat (important) or (one of the primary
reasons).

23. Data Analysis
RQ4: Between Intent to seek and Age?
• The Regression Analysis results indicated no
significant relationship was found (p = .384).
• The (highest) percentage were between 25-30
yrs old.

24. Data Analysis
RQ5: Relationship between intent and leadership
behavior, gender, number of credits
completed, and age?
• The Multiple Regression Analysis found no
individual relationships between predictor and
dependent (p = .188).

25. Open-Ended Data Analysis
• When do you intend to seek an assistant principal position?
61.3% claim within two years; 14.3% say they never or it is
unknown.
• Explain: 74.1% indicated they will wait (to get more
experience) to seek a position; 18.8% will seek another
position.
Response Category n %
Not Waiting 22 25.9
Waiting: More experience in 33 38.8
current of next position
Waiting: Earn more degrees, 9 10.6
certification, or professional
development
Waiting: Family Related 8 9.4
reasons
Other: Get a district level, 16 18.8
higher ed, DOE, or specific
position

26. Exploratory Analysis: Trends & Patterns
• LPI’s Five Constructs were standardized and categorized
by intensity. Using ANOVA, Construct cases with z-scores
Low(≤ -0.5) and High(≥ 0.5) were retained; 34% of cases
clustered around the mean were removed. Intent to Seek
z-scores (>-1.0) were retained. Those unlikely to intend to
seek the position were categorically removed.
DV IV F Sig Mean Low Mean High
High Intentions Encourage 3.465 0.066 4.64 5.03
High Intentions Model 7.490 0.008** 4.54 5.22
High Intentions Enable 2.809 0.098 4.42 4.86
High Intentions Inspire 2.922 0.092 4.70 5.12
High Intentions Challenge 4.355 0.040* 4.65 5.16
Note. * = p < .05, ** = p < .01

27. CONCLUSIONS & IMPLICATIONS

28. Influence of Gender
• The estimated marginal means of intentions for
females were not significantly higher than males;
this means that females do not indicate stronger
intentions to seek an assistant principal position
upon program completion than males.
• This study supports and affirms the literature that
cites there are increases in females pursuing
educational leadership degrees.

29. Influence of Degree Progress
• Strahan and Wilson (2006) claimed that proximity to
a future possible self has an impact on current
motivation to act in ways to achieve future goals.
However, in this study, the number of credits
successfully completed and degree progress was
not shown to be a significant factor in determining
intentions towards seeking an assistant principal
position.
• In the DIQ, 64.1% of respondents rated the
influence salary had on their decision to pursue a
degree in educational leadership as either
(somewhat important) or (one of the primary
reasons).

30. Influence of Age
• Data in this study did not support age as having a
significant impact on graduate student intentions to
seek an assistant principal position.
• The age ranges in this study ranged up to greater
than 55, which skewed the mean. The majority of
this study’s participants had between 5 and 9 years
of teaching experience which corresponds to the
highest respondent percentages being between 25
and 30 yrs old.
• 14.3% of this study’s respondents claim they never
intend to seek an assistant principal position or
claim they do not know how long they would wait.

31. Discussion of Open-Ended Results
• The largest theme of responses as to why
educational leadership students plan to wait
after graduation to seek an assistant
principal position is that they are waiting to
get more experience in their current or next
position.
• Results indicated 18.8% plan to seek
something other than an assistant principal
position.

32. Exploratory Analysis:
Trends & Patterns
• Results from this analyses found a distinct trend in
the data. The findings suggest those likely to
intend to seek an assistant principal position have
higher self-assessed leadership behavior potential
and/or qualities.
• It further suggests that students with low self-
assessed leadership behavior quality construct
scores may be self-selecting themselves out. That
is, participants with low scores may want to be in a
leadership position, but temper their intent due to
a lack of self-efficacy about their self-assessed
leadership.

33. Further Study Needed
• To discover what changes graduates’ intentions and
the reasons so many graduates complete the
program and obtain certification without the intent
of using their degree to move upward
• To compare those who claimed they intended to
wait and the actual wait times before hired
• To examine how many do accept positions after
completion and certification using DOE records.
• To discover more about how much these economic
factors play a role in affecting intentions.
• To uncover which gender specific factors may affect
intentions to seek after program completion

34. Recommendations for Practice
• Given the fact that many (14.3%) respondents
were pursuing the educational leadership degree
without a goal of seeking an administrative
position, university programs might develop two
tracks within the K-12 educational leadership
masters degree: one for those seeking
Educational Leadership certification and another
for the others who simply want more knowledge
about leadership and administrative practices to
enhance their teacher leadership skills.

35. CONFERENCE PRESENTATIONS
Mullen, C. A., Papa, R., Kappler Hewitt, K., Eadens, D., Schwanenberger, M., Bizzell, B., &
Chopin, S. (2012, August). The future as we see it: Junior faculty’s envisioning of mid-century
leadership. Paper to be presented at the National Council of Professors of Educational
Administration (NCPEA), Kansas City, MO.
Eadens, D.W. (2011, November). The intentions of Florida educational leadership graduate
students to pursue administrative positions. Paper presented at the annual 14th annual
conference of the Association for the Advancement of Educational Research, Stuart, Florida.
Eadens, D. W., & Eadens, D.M. (2011, October). Stop the world, I need to get get off: the future of
sensory processing disorder in the classroom. Interactive Symposium lecture session to be
presented during the 65th Annual State Conference at the Florida Council for Exceptional
Children, Jacksonville, Florida. http://www.floridacec.org/Jacksonville2011.htm
Eadens, D.W. (2011, August). The intentions of Florida educational leadership graduate students
to pursue administrative positions. Paper Presented at the National Council of Professors of
Educational Administration summer conference, Portland, Oregon.
http://www.emich.edu/ncpeaprofessors/Portland%20Program/Final%207-
9%20NCPEA%202011%20Portland.pdf
Eadens, D.W. (2010, November). The intentions of Florida educational leadership graduate
students. Paper Presented at the annual 13th annual conference of the Association for the
Advancement of Educational Research, Stuart, Florida.
http://www.aaer.org/images/aaer_program_2010.pdf
Eadens, D. M., & Eadens, D.W. (2010, October). Bringing it all together: best practices in
behavior management. Interactive Symposium presented during the 64th Annual State
Conference at the Florida Council for Exceptional Children, Clearwater, Florida.
http://www.floridacec.org/Clearwater2010/FCEC-2010-Saturday.pdf
Mullen, C. A., Gordon, S. P., Greenlee, B., & Anderson, R. H., & Eadens, D.W. (2002, November).
Multiple capacities needed for school leadership: Emerging trends. Paper presented at the
annual convention of the University Council for Educational Administration, Pittsburgh, PA.

36. Stop the World, I Need to
Get Off:
The Future of Sensory
Processing Disorder in
the Classroom
Daniel W. Eadens, Ed.D.
University of Southern
Mississippi
Danielle M. Eadens, Ph.D.
St. Petersburg College
Florida Council for Exceptional Students Conference
October 2011

37. I have selective
hearing or difficulty
listening
“SPD is a
neurologically-
based disorder
where the brain
does not properly
process and
integrate input
from the body’s
sensory
systems.”
Drs. D FCEC 2011 37

38. Well Documented
Children respond to sensory experiences differently from peers without
disabilities. Sensory Processing Disorders (SPD) are well documented :
• Initial Sensory Integration theory from Dr. Jean Ayres in the 1960s
• Basic Science Literature (Ornitz, 1989; Ornitz, Lane, Sugiyama, & de
Traversay, 1993; Yeung-Courchesne & Courchesne, 1997),
• Clinical Literature (Ermer & Dunn, 1998; Kientz & Dunn,1997;
Watling, Deitz, & White, 2001)
• First-Person Accounts (Cesaroni & Garber, 1991;
Grandin, 1995), including Eadens & Eadens, 2011 at FCEC.
Note: Initial appearance of Sensory Processing symptoms
often predate diagnosis (Adrien et al., 1993; Baranek, 1999;
Dahlgren & Gillberg, 1989; Lord, 1995).
Drs. Daniel & Danielle Eadens FCEC 2011 38

39. Current Research on
Diagnosis & Origin
OTs use the Sensory Profile (1999) & and the Sensory
Processing Measure (2007) to assess the sensory needs of
children. Both have significant reliability (internal
consistency and inter-rater reliability), (Brown, Morrison, &
Stagnitti, 2011).
Welters-Davis & Lawson (2011) studies the relationship
between SP and Parent–Child play preferences. Results
suggests a possible relationship between some parent and
child SP patterns and between parents' SP patterns and their
play preferences with their children.
Drs. Daniel & Danielle Eadens FCEC 2011 39

40. “Balance”
(prō'prē-ō-
sěp'shən) “Muscles”
Image courtesy of Asperger Syndrome
& Sensory Issues
FCEC 2011 40
Drs. Daniel & Danielle Eadens

41. Sensory Profiles
(*Subtypes)
J J(DOB 2005)
Z (DOB 2008)
*Sensory-based Motor Disorder
*Sensory Modulation Disorder *Sensory Modulation Disorder
SEEKER SEEKER
-Auditory -Vestibular
-Visual (art-related) -Proprioception
-Visual
AVOIDER (esp. videos)
-Vestibular -Tactile
-Proprioception
-Tactile
AVOIDER
-Gustatory
-Visual & Olfactory -Auditory
(unpleasant-food related -Gustatory (learned vs. innate?)
only)
Drs. Daniel & Danielle Eadens FCEC 2011 41

42. Best Practices
Children BEST benefit from sensory integration therapy (SIT)
when all stakeholders: communicate, collaborate
, create, commission, and carryout a specific “sensory
diet” plan for the child based upon the child’s specific
needs, circumstances, history, and severity.
• Occupation Therapist
• Physical Therapist
• Classroom Teacher
• Special Educator
• Counselor
• Parent
Drs. Daniel & Danielle Eadens FCEC 2011 42

43. Sensory Diet
• “A sensory diet is a daily or weekly list of
activities that the child can engage in during
regular routines to help maintain an optimal
state of arousal” (Spiral Foundation).
• Home versus school
Extreme Home Makeover, Vardon Family
FCEC 2011 43
Drs. Daniel & Danielle Eadens

44. Sensory Changes - Vestibular
• Since J started therapy three years ago, high
improvements:
– Age 3: Did not like to be swung around
– Age 3.5: Starts to like & seek out swings
– Age 5: Went on Thunder Mountain
– Age 6: Wants to fly!
Drs. Daniel & Danielle Eadens FCEC 2011 44