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Title: Athletic trainers' perceptions of effectiveness and transfer of training in continuing education workshops.
Creator: Reed, Sarah L., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Extensive literature research revealed that little was known about the effectiveness of athletic training continuing education workshops in increasing athletic trainers' knowledge, skills and abilities. The three purposes of this mixed method exploratory study were: 1) to examine whether continuing education workshops were perceived by athletic trainer participants as effective; 2) to determine if a relationship existed between efficacy and perceived workshop training effectiveness; 3) to...
Show moreExtensive literature research revealed that little was known about the effectiveness of athletic training continuing education workshops in increasing athletic trainers' knowledge, skills and abilities. The three purposes of this mixed method exploratory study were: 1) to examine whether continuing education workshops were perceived by athletic trainer participants as effective; 2) to determine if a relationship existed between efficacy and perceived workshop training effectiveness; 3) to demonstrate the transfer of training through work experiences. Participants were recruited through Board of Certification for the Athletic Trainer (BOC) approved continuing education workshops. Eighty-four participants completed a questionnaire packet on the day of the workshop. The packet contained the Athletic Training Efficacy Questionnaire, subject matter pre-test, workshop evaluation, and subject matter post-test. Two months after the workshop, participants were contacted and asked to complete an online questionnaire that focused on their perceptions of the workshop they attended and their transfer of the training to the workplace. Quantitative data analysis revealed no significant relationships between participants' levels of efficacy and ages, genders, work experience, and degree attainment. Nor was there a significant relationship found between participants' level of efficacy and their perceptions of workshop effectiveness. The characteristics of the workshops were perceived as effective in increasing participant knowledge, skills and abilities related to athletic training. Overall, 20.2% of participants perceived the workshops as being very effective, 46.4% perceived the workshops to be effective, and 33.3% perceived the workshops as ineffective., Qualitative analysis revealed that the perceptions of workshop effectiveness were related to the presentation format, characteristics of the instructor, and the relevancy of the workshop material to real life situations. Barriers to the transfer of training were also identified and included workshop format factors (delivery, environmental, and learning styles) and a lack of information presented. Recommendations for the development of continuing education workshops that better meet the needs of athletic trainers were discussed, and suggestions for future research were provided.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/186292
Subject Headings: Athletic trainers, Training of, Sports medicine, Study and teaching (Continuing education), Physical education and training, Administration
Format: Document (PDF)

Title: Canadian professional chef's' perceived value of formal culinary education and its relationship with industry success.
Creator: Roche, Colin Philip., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Hundreds of universities, colleges and institutions graduate students yearly with some form of culinary education. To date, limited research has been conducted to examine the perceived value of formal culinary education on industry career success from the perspective of those who conduct the majority of the hiring of culinary positions. This dissertation examined the perceived value of formal education in culinary arts and its relationship with industry success from the perspective of...
Show moreHundreds of universities, colleges and institutions graduate students yearly with some form of culinary education. To date, limited research has been conducted to examine the perceived value of formal culinary education on industry career success from the perspective of those who conduct the majority of the hiring of culinary positions. This dissertation examined the perceived value of formal education in culinary arts and its relationship with industry success from the perspective of Canadian professional chefs.... Though the population for this study was Canadian professional chefs who were members of the Canadian Culinary Federation, the results of this study may be useful to both current and future culinarians who are pursuing or contemplating pursuing formal culinary education in other countries, especially the United States....Institutions that provide formal culinary education will find this important as they come under increased scrutiny from stakeholders to demonstrate the value of the investment students make in terms of tuition and associated costs.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3355878
Subject Headings: Hospitality industry, Study and teaching (Higher), Vocational interests, Food service, Vocational guidance, Restaurant management, Study and teaching (Higher)
Format: Document (PDF)

Title: Experiences and perceptions as expressed by adolescent females at a residential treatment center (RTC).
Creator: Allison, Krista D., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This is a qualitative study examining the experience of students currently enrolled in Steppin' Stone Farm, a residential treatment center in central Florida. In addition to building a more solid foundation of literature in this field, this study investigates at-risk teenage female residents' perceptions of educational experiences within a residential treatment environment. The relationship between formal, informal, and non-informal experiences, preferred learning strategies, and success...
Show moreThis is a qualitative study examining the experience of students currently enrolled in Steppin' Stone Farm, a residential treatment center in central Florida. In addition to building a more solid foundation of literature in this field, this study investigates at-risk teenage female residents' perceptions of educational experiences within a residential treatment environment. The relationship between formal, informal, and non-informal experiences, preferred learning strategies, and success patterns were explored. This phenomenological study utilized a lens of critical theory to understand the meaning of girls' educational experiences at a residential treatment center. The design includes studying 16 girls' formal, non-formal, and informal educational experiences as well as utilizing the Assessing the Learning Strategies of AdultS (ATLAS) tool to assess learning strategy preference. Results of the study determined student preceptions regarding various educational environments and learning strategies at a residential treatment center. Analysis of interviews and data collected led to many significant findings. Additionally, this study enhances knowledge in the field of residential treatment and has implications for those seeking residential treatment, working in residential treatment, and educators. Research in this field often focuses on outcome and effectiveness literature. This study provides insightful information incorporating the voice of students into the research.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3358278
Subject Headings: Adolescent psychotherapy, Residential treatment, Residential treatment, Evaluation
Format: Document (PDF)

Title: Exploring the influence of middle school leaders on middle school girls' interest in high school science enrollment.
Creator: Kijanka, Lori., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this research was to explore middle school leaders' perceptions of the reasons girls' enrollment levels in science courses during high school declines and if the advice given to middle school girls may be perpetuating the diminished enrollment of girls in science courses as they move from middle school to high school. The study explored the contributions of expectancy and role theory using a qualitative method. Data analysis found that cultural influences on middle school girls...
Show moreThe purpose of this research was to explore middle school leaders' perceptions of the reasons girls' enrollment levels in science courses during high school declines and if the advice given to middle school girls may be perpetuating the diminished enrollment of girls in science courses as they move from middle school to high school. The study explored the contributions of expectancy and role theory using a qualitative method. Data analysis found that cultural influences on middle school girls' career goals emerged as a significant influence on school leaders' perceptions. Instructional methodology and cultural, gendered assumptions of women in science were found as themes in middle school leaders' perceptions that further shaped the advice to girls to enroll in high school science courses. The study provided information that clarified how middle school leaders can maintain the academic pathway for girls in science as well as recommendations for further study.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/192985
Subject Headings: Science, Study and teaching (Secondary), Inquiry-based learning, Science, Study and teaching (Middle school), Curricula, Curriculum planning, Sex differences in education, Education, Aims and objectives
Format: Document (PDF)

Title: Executive fire officers' strategic thinking capabilities and the relationship with information and communication technology.
Creator: Penney, Gerri., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study investigates the relationship of executive fire officers' use of strategic thinking skills and their proficiency using information and communication technology. A non-experimental quantitative study design was employed. The study consisted of 400 graduates of the National Fire Academy's Executive Fire Officer Program. The use of strategic thinking skills was measured by the Strategic Thinking Questionnaire (STQv6) (Pisapia & Reyes-Guerra, 2007). The use of information and...
Show moreThis study investigates the relationship of executive fire officers' use of strategic thinking skills and their proficiency using information and communication technology. A non-experimental quantitative study design was employed. The study consisted of 400 graduates of the National Fire Academy's Executive Fire Officer Program. The use of strategic thinking skills was measured by the Strategic Thinking Questionnaire (STQv6) (Pisapia & Reyes-Guerra, 2007). The use of information and communication technology tools was measured by the Information and Communication Technology (ICT) Fluency Questionnaire (Hilberg, 2007). The EFOs' strategic thinking capabilities of systems thinking (3.58 +/- .447) and reflecting (3.82 +/- .445) compared to previously reported samples from the literature, both empirically and theoretically. Depending upon the sample, some means were significantly higher and others were significantly lower. The strategic thinking questionnaire and the ICT fluency questionnaire were not directly correlated to one another ; however, there were some strong correlations within their subscales. ICT fluency and ICT comfort were highly correlated (r = .516), as well as systems thinking and reflecting (r = .688) at the 0.05 level. There was a significant correlation between age and ICT comfort (r = -.235), as well as between years of experience and ICT comfort (r = -.203) at the 0.05 level. Age moderated the relationship between systems thinking*reflection, and ICT comfort. Race moderated the relationship between systems thinking*reflection, and ICT education/training. This research was significant because it was the first time that Executive Fire Officers have been studied regarding their strategic thinking capabilities and their information and communications technology fluency.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/2683132
Subject Headings: Strategic planning, Knowledge management, Public administration, Decision making, Management information systems, Fire departments, Management, Organizational effectiveness, Transformational leadership
Format: Document (PDF)

Title: Dropout prevention: a study of prevention programs used by high schools to reverse graduation rate.
Creator: Simmons, Christopher L., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This mixed methods study focused on the relationship between dropout prevention programs and graduation rates in one school district in Florida during the 2010-2011 school year. The dropout prevention program data analyzed included high school principals' perceptions in regard to perceived effectiveness, fidelity of implementation, cost efficacy, structure, and student-staff relationships within dropout prevention programs and their relationship to graduation rate. The data analysis...
Show moreThis mixed methods study focused on the relationship between dropout prevention programs and graduation rates in one school district in Florida during the 2010-2011 school year. The dropout prevention program data analyzed included high school principals' perceptions in regard to perceived effectiveness, fidelity of implementation, cost efficacy, structure, and student-staff relationships within dropout prevention programs and their relationship to graduation rate. The data analysis investigated the relationship between the principals' perceptions of each dropout prevention program and graduation rate. Findings from this study showed principals' perceived that the level of fidelity for on-the-job training has a relationship to increased graduation rate. In other words, when a principal believed the dropout prevention program was implemented with fidelity in their school, it likely increased graduation rate. Another important finding from this study was the varying perceptions which it existed among school leaders in this study and their varying perceptions on the relationship between dropout prevention programs and graduation rate.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362565
Subject Headings: High school students, School improvement programs, Dropout behavior, Prediction of, Dropouts, Prevention
Format: Document (PDF)

Title: Florida career and technology education: a comparative analysis of CTE program participants as a percentage of total high school population for the State of Florida.
Creator: Serra, Francis., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This quantitative study was designed to analyze the percentage of students pursuing selected Career and Technical Education (CTE) vocational courses in schools throughout the State of Florida and to determine if there is a relationship to school district size during school year 2008-2009. The study sought to determine if smaller districts are more likely to have a higher percentage of students enrolled in selected CTE programs that will provide entry into the work force in a skilled,...
Show moreThis quantitative study was designed to analyze the percentage of students pursuing selected Career and Technical Education (CTE) vocational courses in schools throughout the State of Florida and to determine if there is a relationship to school district size during school year 2008-2009. The study sought to determine if smaller districts are more likely to have a higher percentage of students enrolled in selected CTE programs that will provide entry into the work force in a skilled, preferably licensed occupation than larger districts. The study also sought to determine the relationship of the number of students enrolled in the CTE courses to school level student attendance rate, drop-out rate, graduation rate, percentage of Black students, percentage of Hispanic students, percentage of White students, and the percentage of students eligible for free and reduced price meals.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362572
Subject Headings: Vocational education, Career education, Industry and education, Education and globalization, High schools, Curricula, Interdisciplinary approach in education
Format: Document (PDF)

Title: The Florida School Recognition Program: the relationship between participation in the program and adequate yearly progress under the No Child Left Behind Act.
Creator: Wanza, Valerie Smith., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study was designed to determine the relationship between Florida School Recognition Program (FSRP) participation and adequate yearly progress (AYP) criteria met during school years 2004-2008. It also intended to discover whether schools' socioeconomic status, minority rates, and levels moderated this relationship as well as a difference in average AYP criteria met for schools that maintained FSRP participation and those that do not. The study further sought to determine whether these...
Show moreThis study was designed to determine the relationship between Florida School Recognition Program (FSRP) participation and adequate yearly progress (AYP) criteria met during school years 2004-2008. It also intended to discover whether schools' socioeconomic status, minority rates, and levels moderated this relationship as well as a difference in average AYP criteria met for schools that maintained FSRP participation and those that do not. The study further sought to determine whether these school characteristics and schools' grades predicted maintenance of participation in the FSRP. A quantitative method, including three statistical analyses, was employed to respond to 6 research questions and test 14 corresponding null hypotheses. Three thousand and seventy-seven schools were identified for data collection and analysis. Six independent variables were defined as school level, average socioeconomic status, average minority rate, average percentage of AYP criteria, aggregate number of years 100% of AYP criteria was met, and average school grade. One dependent variable was defined as aggregate years of FSRP participation. The study found that there was a relationship between participation in the FSRP and AYP criteria met, and school level, socioeconomic status, and minority rate moderated this relationship. While school level and minority rate moderated a difference in average percentage of AYP criteria met in schools that maintained participation in the program and those that did not, socioeconomic status did not. Moreover, all independent variables served as predictors for maintenance of participation in the FSRP. The study found that schools' demographic characteristics influence student achievement and participation in incentive pay programs., Six implications for future research were identified to further explore the FSRP and AYP relationship, the unintended consequences of the No Child Left Behind (NCLB) Act, the appropriateness of incentive pay education, the distribution of FSRP award dollars in schools, and student achievement by school level. Recommendations were to add an AYP criterion to the FSRP, assess the effectiveness of inducement policies in education, and add a provision for program evaluation to the FSRP statute.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/332912
Subject Headings: Academic achievement, Education and state, Educational equalization, Education, Aims and objectives
Format: Document (PDF)

Title: The Florida Migrant Education Program: an analysis of programmatic and expenditure practices.
Creator: Murray, Robert W., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The Migrant Education Program was enacted by Congress in 1966 as an amendment to the Elementary and Second Education Act of 1965. Today Title 1, Part C, of the No Child Left Behind Act of 2001 provides funding to states and subsequently to local educational agencies (LEAs) to provide educational programs and services to children of migratory farm workers. These funds are intended to enable these unique children to have access to state standards-based curriculum and to find success on...
Show moreThe Migrant Education Program was enacted by Congress in 1966 as an amendment to the Elementary and Second Education Act of 1965. Today Title 1, Part C, of the No Child Left Behind Act of 2001 provides funding to states and subsequently to local educational agencies (LEAs) to provide educational programs and services to children of migratory farm workers. These funds are intended to enable these unique children to have access to state standards-based curriculum and to find success on standards-based assessments. This study examined the LEA utilization of funds awarded to the State of Florida under Title 1, Part C, from AY2007-09, identified the specific activities implemented by LEAs to meet the unique educational needs of the migrant students, and analyzed the impact of total student membership, total migrant entitlement, and concentration of migrant students relative to the total LEA student membership on the utilization of the funding. The study demonstrated that the Federal Office of Migrant Education policies and rules promulgated by the State of Florida channel funding away from educational activities for the students to non-academic expenditures.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/2683135
Subject Headings: Immigrants, Education, Economic aspects, Children of migrant laborers, Education, Economic aspects, Children of migrant laborere, Education, Social aspects, Migrant labor, Education, Economic aspects, Educational accountability
Format: Document (PDF)

Title: Florida middle grades pupil progression policies: their effects on middle school student achievement and retention rates.
Creator: Murray, Mary A., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Florida H.B. 7087 (2006a), otherwise known as A++legislation, was created and adopted as a means to increase the rigor and relevance of a public school education, specifically at the middle school and high school levels. The anticipated result of the implementation of this bill was to better prepare middle school students for high school and thereby increase high school student performance and decrease the dropout rate. However, in increasing the promotion standards for middle grade students,...
Show moreFlorida H.B. 7087 (2006a), otherwise known as A++legislation, was created and adopted as a means to increase the rigor and relevance of a public school education, specifically at the middle school and high school levels. The anticipated result of the implementation of this bill was to better prepare middle school students for high school and thereby increase high school student performance and decrease the dropout rate. However, in increasing the promotion standards for middle grade students, interpretation and implementation have created additional barriers to grade level advancement. As a result, the possibility now exists for more students and especially those already at-risk of failure will be subject to higher retention rates. This may place them further at-risk of poor academic performance and of potentially dropping out of school, an opposite effect of the intent of the bill. This study was designed to evaluate the impact of the revised policies on middle school students.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/2683536
Subject Headings: Education and state, Educational tests and measurements, Educational accountability, Achievement in education
Format: Document (PDF)

Title: Employees' perception of employers' response after workplace injury.
Creator: Patrick, Nancy S., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to (a) explore the lived experiences of school district employees who have sustained on-the-job injuries with specific attention to employee perceptions of employer response after injury and (b) examine whether purposeful empathetic response from the employer after workplace injury was related to changes in employee perceptions of employer response. This study included both qualitative and quantitative methods. In Phase 1, the sample for the interviews included...
Show moreThe purpose of this study was to (a) explore the lived experiences of school district employees who have sustained on-the-job injuries with specific attention to employee perceptions of employer response after injury and (b) examine whether purposeful empathetic response from the employer after workplace injury was related to changes in employee perceptions of employer response. This study included both qualitative and quantitative methods. In Phase 1, the sample for the interviews included nine workers from a large school district in South Florida who had active injury claims within two years before the study began. The Phase 1 findings were that the level of assistance and type of support received after reporting an injury varied among participants, despite working for the same employer; that the perceived response from the employer was more influential in affecting the participants' experience of workplace injury than participants' perception of the response of their coworkers; t hat the reaction from a majority of the school district employees (6 of 9) who were injured at work mirrored perceived employer response; and that more than half of the nine participants had unmet expectations of their employer with respect to how they were treated after experiencing workplace injury. In Phase 2, the 91 subjects that participated in the organizational response survey (See Appendix E and Appendix F) were employees from the same school district who were injured during an eight-week period. Data from three subscales (organizational support, return-to-work policies, and post-injury job satisfaction) on the survey instrument were compared between two groups., An experimental group received purposeful empathetic response from both the employer at the local school or department level as well as contact from the employer's Risk Management department. Analysis of variance was used to compare responses of the groups. A Bonferroni adjustment of .05/3 or .017 was applied: the result was non-significant. This finding suggests that purposeful, empathetic contact alone was not enough to significantly affect the participants' scores.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/2978950
Subject Headings: Workers' compensation, Personnel management, Job security, Social aspects, Corporate culture, DIsability insurance claimants, Employment, Industrial accidents, Psychological aspects
Format: Document (PDF)

Title: Effects of national board certification on retention of teachers in the classroom.
Creator: Jackson, Lewis., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study probes the impact that the National Board for Professional Teaching Standards (NBPTS) certification process has on teachers, schools, and school districts. In particular the study provides research to determine if National Board Certification significantly affects teachers staying in the classrooms as full time teachers. The NBPTS process is explored to better understand the background of the endeavor and how it may thereby assist in promoting teacher retention and whether this...
Show moreThis study probes the impact that the National Board for Professional Teaching Standards (NBPTS) certification process has on teachers, schools, and school districts. In particular the study provides research to determine if National Board Certification significantly affects teachers staying in the classrooms as full time teachers. The NBPTS process is explored to better understand the background of the endeavor and how it may thereby assist in promoting teacher retention and whether this concept is being realized. The history of leadership is also explored and discussed as it pertains to education and the NBPTS process. Beyond researching the relationship between National Board Certification and teachers leaving the classroom as full time teachers, this study also sought to determine if ethnicity (Black, White, Hispanic or Other) and/or gender were statistically significant moderators of this relationship. Of the total number of National Board Certified Teachers (NBCTs) who completed the survey (N=220), 22 participants reported that they were not teaching full time in the classroom at the time of this study. Of the total number of teachers who had not obtained NBC (general education teachers or GETs) who completed the survey (N=110), 28 participants reported that they were not teaching full time in the classroom at the time of this study. The results from this study indicate that GETs left the classroom as full time teachers, while remaining employed with the Broward School Board, at more than twice the rate of NBCTs.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/359925
Subject Headings: Teachers, Certification, Teacher turnover
Format: Document (PDF)

Title: First year undergraduate students' perception of the effectiveness and transfer of multimedia training for a university course registration system.
Creator: Dee, Merideth I., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to evaluate the perceived effectiveness of a multimedia tutorial for first year undergraduate students (FTICs) using a university course registration system; to determine if a relationship existed between perceived effectiveness of the multimedia tutorial, gender, major, ICT usage, ICT education, ICT fluency, and ICT comfort; and to describe the transfer of learning, if any, that resulted from viewing the multimedia tutorial. The study was both quantitative and...
Show moreThe purpose of this study was to evaluate the perceived effectiveness of a multimedia tutorial for first year undergraduate students (FTICs) using a university course registration system; to determine if a relationship existed between perceived effectiveness of the multimedia tutorial, gender, major, ICT usage, ICT education, ICT fluency, and ICT comfort; and to describe the transfer of learning, if any, that resulted from viewing the multimedia tutorial. The study was both quantitative and qualitative in design addressing 10 research questions. The instruments used in this study consisted of the Registration Tutorial which included: (1) an Information and Communication Technology (ICT) Fluency Questionnaire (Hilberg, 2007), (2) a multimedia tutorial designed by the researcher demonstrating the university course registration system, and (3) the Registration Video Questionnaire (RVQ) also designed by the researcher measuring perceived multimedia tutorial effectiveness. A Registration Video Tutorial Transfer of Learning Questionnaire (TLQ) was also developed by the research to measure perceived proficiency with the registration system three months after initially viewing the multimedia tutorial. The sample included 1,196 freshmen students from a large public university in the southeastern United States. Results of the study showed that students perceived the multimedia tutorial to be effective (M = 4.19, SD = .756) and seven themes emerged through qualitative analysis as to why the tutorial was or was not effective. Results also showed there was no relationship between multimedia tutorial effectiveness and gender, major, or ICT education., There were however significant weak relationships between multimedia tutorial effectiveness and ICT usage (r = .095), multimedia tutorial effectiveness and ICT fluency (r = .286), and multimedia tutorial effectiveness and ICT comfort (r = -.133). Furthermore, transfer of learning occurred for students (n = 66) who completed the TLQ (M = 4.01, SD =.777) and as suggested by qualitative analysis of student responses. Implications of this study suggested that providing first year undergraduate students with a web-based multimedia tutorial is just the beginning and the need may be to focus upon the development of these students as adult learners so they can feel successful in the early stages of their academic career, thus building the self-confidence they need to effectively navigate the university environment.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3170600
Subject Headings: Interactive multimedia, Academic achievement, Methodology, Computers and college students, Education, Highter, Effect of technological innovations on
Format: Document (PDF)

Title: Factors affecting retention in a community college's welfare-to-work programs: a heuristic study of participants' perceptions.
Creator: Pino, Veronica Woodward., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study examined the perceptions held by former and current welfare-to-work participants of factors that contributed to the retention, persistence, attrition and/or completion of welfare-to-work training programs at a community college. Using the lived experiences and voices of former or current welfare-to-work participants and a qualitative research design, the researcher examined the following research questions: (a) What factors during the training impacted the movement of participants...
Show moreThis study examined the perceptions held by former and current welfare-to-work participants of factors that contributed to the retention, persistence, attrition and/or completion of welfare-to-work training programs at a community college. Using the lived experiences and voices of former or current welfare-to-work participants and a qualitative research design, the researcher examined the following research questions: (a) What factors during the training impacted the movement of participants from welfare-to-work? (b) How did these factors enhance or serve as barriers to the movement of participants from welfare-to-work? This study was presented as a heuristic study of 12 former welfare participants who have transitioned or are currently transitioning from welfare to work. Using purposeful sampling, the researcher selected the participants for this study through self-identification or through nomination by program leaders and other program participants. Each of the 12 former welfare participants was interviewed about the situational, institutional, and dispositional aspects of their training. Demographic data were collected on each of the 12 participants for the purpose of a comparative analysis. Interviews of family members or friends of each of the participants validated the stories provided by the participant. Interviews with two administrators with direct responsibilities for some of the training programs for participants transitioning from welfare-to-work were also done to substantiate the stories of the participants. The findings of this study indicated three conclusions about the participants' perceptions of factors affecting their retention in welfare-to-work programs in a community college., First, the participants' desires to break the cycles of generational welfare were evident in every aspect of the training from having a better life for their children to dealing with the embarrassment of receiving government assistance.Second, welfare-to-work training experiences were influenced by institutional factors such as instructional and institutional support or lack of support for education and career development, including mentoring. Third, personal factors such as family motivation and role models, religion, drive and determination, and the desire to make a difference shaped the participants' career training experiences and contributed to persistence and completion.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/186300
Subject Headings: College dropouts, Prevention, Academic achievement, Welfare recipients, Education, Community colleges, Attitude (Psychology), Motivation in education
Format: Document (PDF)

Title: Florida's performance accountability system and the effectiveness of workforce education providers.
Creator: Cunningham, Richard G., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study investigated performance based accountability in Florida's system of workforce education in Florida's state colleges and school districts. In Florida, workforce education is governed by Florida State Statute (K-20 Education Code Chapter 1004). The purpose of this study was to determine the cost-effectiveness of Florida's performance accountability policy as applied to workforce education. Additionally, it analyzed the impact of performance accountability on performance by the...
Show moreThis study investigated performance based accountability in Florida's system of workforce education in Florida's state colleges and school districts. In Florida, workforce education is governed by Florida State Statute (K-20 Education Code Chapter 1004). The purpose of this study was to determine the cost-effectiveness of Florida's performance accountability policy as applied to workforce education. Additionally, it analyzed the impact of performance accountability on performance by the providers of workforce education - state colleges and school districts, and the value for investment achieved by the policy over the time period. The study was guided by three questions: (a) What is the relationship between effectiveness and year? (b) Is the relationship between effectiveness and year moderated by each of the contextual variables? (c) To what extent does each of the contextual variables predict performance and effectiveness? This study utilized a non-experimental quantitative research design and a costeffectiveness analysis framework. The unit of analysis was the providers of workforce education in the State of Florida. This study was framed by the outputs and outcomes the workforce education service providers achieve and the alterable and unalterable variables which might influence the provision of workforce education. Performance was measured through two measures: quantity of outputs, and quality of outcomes. The alterable and unalterable variables included: the type of institution delivering the service, either state college or school district; the delivery model used in each delivery area, either single or dual-delivery; and population characteristics, the percentage of students economically disadvantaged, the percentage of minorities, and the percentage of males. The study used correlation and regression techniques to analyze the longitudinal impact of the performance accountability system.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3332176
Subject Headings: Evaluation, Evaluation, School districts, Evaluation, Postsecondary education, Evaluation, Adult education and state, Evaluation, Educational accountability
Format: Document (PDF)

Title: Florida's definition and subsequent calculatons of a public high school graduate: a critical race theory analysis.
Creator: Watson, Terri N., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: On March 18, 2008, the American Civil Liberties Union (ACLU) of Florida filed a class action lawsuit against The Palm Beach County School Board and its district superintendent on behalf of approximately 176,000 students under their jurisdiction (Schroeder v. The Palm Beach County School Board, 2008). The plaintiffs cited the defendants for their failure "to provide a uniform, efficient, safe, secure, and high quality education" (p. 7) as required by the Florida Constitution, Article IX, ß 1....
Show moreOn March 18, 2008, the American Civil Liberties Union (ACLU) of Florida filed a class action lawsuit against The Palm Beach County School Board and its district superintendent on behalf of approximately 176,000 students under their jurisdiction (Schroeder v. The Palm Beach County School Board, 2008). The plaintiffs cited the defendants for their failure "to provide a uniform, efficient, safe, secure, and high quality education" (p. 7) as required by the Florida Constitution, Article IX, ß 1. They contended that their claim was substantiated by The School District of Palm Beach County's (SDPBC) dismal high school graduation rates. Spurred by the lawsuit, I wanted to understand the controversy surrounding high school graduation rates, in spite of decades of school reform measures, and why different calculation methods are utilized in the state of Florida. In respect to the latter point, I was curious to learn about the differences among graduation rate calculation methods and what impact, if any, these differences had on the reporting of high school graduation rates, particularly those for students of color. Black America's past and present reality in public education has illustrated the need for new paradigms to address the achievement gap promulgated by contextual factors that serve to impede the academic achievement of all students. The statistical analyses and Critical Race Realist perspective, which has evolved from Critical Race Theory when applied to policy research, offered in this study found Florida's definition and subsequent calculations of a public high school graduate to result in significant and consistent differences among graduation rates relative to student race and graduation rate calculation method.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/1930490
Subject Headings: Discrimination in education, Educational equalization, School improvement programs, High school graduates
Format: Document (PDF)

Title: Emerging narratives of Native American, Asian American, and African American women in middle adulthood with an education doctorate degree.
Creator: Bamdas, Jo Ann, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this qualitative narrative research study was to interpret the meaning found throughout the formal educational experience stories of Native American, Asian American, and African American women born after 1944, who had earned an education doctorate degree after 1976, and were working with adults in an educational capacity within the community. Utilizing the snowball technique, 14 participants from across the United States volunteered to collaborate with the researcher. The study...
Show moreThe purpose of this qualitative narrative research study was to interpret the meaning found throughout the formal educational experience stories of Native American, Asian American, and African American women born after 1944, who had earned an education doctorate degree after 1976, and were working with adults in an educational capacity within the community. Utilizing the snowball technique, 14 participants from across the United States volunteered to collaborate with the researcher. The study's conceptual framework included adult learning principles and practices, Nussbaum's 'narrative imagination,' which were used to examine the women's motivation to participate in an education doctorate program as well as the barriers, the enhancers, and the application of the degree in the community. Data collected included an in-depth, face-to-face interview, two reflective narrative guides, document analysis, and researcher journals and analytic memos. All data was coded and analyzed with Atlas -ti 5.0 software, and thematic analyses completed in order to triangulate the data. Six major themes for motivation to participate were found: self-awareness through placement in the family, family and community expectation in importance of education, personal strengths and weaknesses, perceived differences in the classroom and mainstream society, and knowledge of motivation to pursue doctorate. Five barriers emerged: racism, gender, advisers, institutional changes and problems, and juggling multiple roles in limited time. Five main enhancers arose: family and community foundation, financial, friends, and others which motivated participation., The women applied their doctorates through leadership activities in community-based organizations such as role modeling, mentoring, and other scholarly activities which advocated "giving back culturally," which was the ultimate meaning or value of the degree; however, achievement and credibility were also valued a doctorate degree was "only step in the process." This study provided a space for rich descriptive storytelling about each woman's successful experience pursing and completing an education doctorate program. Adult learning discussion of the findings, contributions to the literature, and recommendations for graduate education and future research were included.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/186326
Subject Headings: Achievement motivation, Minority women, Education (Higher), Educational equalization, Motivation in education, Education, Aims and objectives
Format: Document (PDF)

Title: African American and Hispanic male perceptions of effective and ineffective retention strategies, and the implications for undergraduate persistence in a for-profit commuter university.
Creator: Comarcho, Carole., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to examine the expectations of African American and Hispanic males in a for-profit university (TTU). This study specifically explored student perception of the retention efforts of faculty, staff, policies, procedures and services within the institutional environment. It further examined how these experiences promoted or impeded the African American or Hispanic male's persistence to graduation. The higher education institution is identified as TTU throughout this...
Show moreThe purpose of this study was to examine the expectations of African American and Hispanic males in a for-profit university (TTU). This study specifically explored student perception of the retention efforts of faculty, staff, policies, procedures and services within the institutional environment. It further examined how these experiences promoted or impeded the African American or Hispanic male's persistence to graduation. The higher education institution is identified as TTU throughout this study. It is a commuter university established in the early 1900s. A qualitative case study approach was used and two campus sites were selected. Data collection included interviews of 19 students, along with 2 faculty (identified by students), as well as document analysis, and various on site observations at each campus. The data were then transcribed, coded, and analyzed to ascertain the overall views and perceptions of the participants.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/329844
Subject Headings: African Americans, Education (Higher), Hispanic Americans, Education (Higher), Academic achievement, College attendance
Format: Document (PDF)

Title: ASHA-certified speech-language pathologists: informal learning in the medical workplace.
Creator: Walden, Patrick Roy., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study explored the types and uses of informal, on-the-job learning occurring among American Speech-Language-Hearing (ASHA)-certified Speech-Language Pathologists (SLPs) working in medical settings as part of a rehabilitation team. In addressing this purpose, a qualitative, phenomenological approach to research methodology was used. Participants were selected through a process of purposeful sampling, each meeting the criteria of having earned the Certificate of Clinical Competence in...
Show moreThis study explored the types and uses of informal, on-the-job learning occurring among American Speech-Language-Hearing (ASHA)-certified Speech-Language Pathologists (SLPs) working in medical settings as part of a rehabilitation team. In addressing this purpose, a qualitative, phenomenological approach to research methodology was used. Participants were selected through a process of purposeful sampling, each meeting the criteria of having earned the Certificate of Clinical Competence in Speech-Language Pathology from ASHA and working in a medical setting as part of a rehabilitation team. Twenty-four SLPs from varying demographic profiles took part in one of three online data collection methods. Nine participants completed a computer-mediated interview, 11 participants completed an online journal entry and 4 participants completed a virtual focus group method. All data collection methods were accomplished via internet technologies. Data analysis was performed through a process of thematic analysis and resulted in four significant findings. First, both internal and external forces triggered SLPs to learn informally in the medical workplace. Also, SLPs went through an individually-determined, goal-directed process when learning informally in the medical workplace. SLPs used a combination of collaboration, workplace experience and research to learn informally in the medical workplace. And finally, SLPs employed informal learning activities for the purpose of meeting personal, patient and organizational needs., It was recommended that (a) the American Speech- Language-Hearing Association review its professional development policy and consider implementation of a process whereby clinicians can document their goal-directed workplace learning and receive professional development credit for these activities; (b) healthcare organizations recognize, support and reward the informal learning in which their SLPs are already engaging; and (c) SLPs enhance their informal learning in the medical workplace through proactivity, critical reflectivity (of their own and others' learning), and creativity. The significance of this research included the use and support of existing theory in both Adult Education and Human Resource Development. Further, this research represents the first of its kind in investigating informal learning in rehabilitative therapies, specifically Speech-Language Pathology. Peer professions such as Physical and Occupational Therapy may also benefit from this study's conclusions and recommendations, as these professionals work in similar medical contexts.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/186323
Subject Headings: Audiology, Practice, Methodology, Speech therapy, Practice, Methodology, Interpersonal communication, Study and teaching
Format: Document (PDF)

Title: How race, gender and Pell status affect the persistence and degree attainment rates of dual enrollment students.
Creator: Prophete, Karline S., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Florida has been a leader in the K-20 educational reform in an effort to ensure the seamless transition into postsecondary education for all students, but specifically improving preparation for, and access to, higher education for populations traditionally marginalized and underrepresented in higher education. The purpose of this study was to examine the demographic composition of students participating in dual enrollment programs in Florida, and the relationship between dual enrollment...
Show moreFlorida has been a leader in the K-20 educational reform in an effort to ensure the seamless transition into postsecondary education for all students, but specifically improving preparation for, and access to, higher education for populations traditionally marginalized and underrepresented in higher education. The purpose of this study was to examine the demographic composition of students participating in dual enrollment programs in Florida, and the relationship between dual enrollment participation and postsecondary success, as measured by student persistence and degree attainment, moderated by race, gender, and Pell status. Alexander Astin's (1993) I-E-O student involvement theory was chosen as the theoretical lens with which to guide the design and analysis of the study. A quantitative analysis of archived student records retrieved from the Office of Institutional Research and Effectiveness at a large urban state college in Florida was used in this study. ... The analysis revealed that students who were dual enrolled were more likely to persist in college and more likely to earn a degree than their non-dual enrolled peers.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362570
Subject Headings: Achievement in education, Dual enrollment, Advanced placement programs (Education), Prediction of scholastic success, Federal aid to education, Interaction analysis in education, Expectation (Psychology)
Format: Document (PDF)

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