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Title: ADVOCATING STUDENT WITHIN ENVIRONMENT IN APPLICATION: THE LIVED EXPERIENCE OF SIXTH GRADE STUDENTS’ PARTICIPATION IN A SMALL GROUP INTERVENTION.
Creator: Campbell, Kadeem, Bowers, Hannah, Florida Atlantic University, Department of Counselor Education, College of Education
Abstract/Description: A sense of belonging is instrumental to an individual’s mental health. The American School Counselor Association outlined that school counselors are responsible for helping students manage emotions and apply interpersonal skills. The school setting plays an integral part in the development of student’s social and emotional competencies. Approaches to school counseling, such as Advocating Student-within-Environment (ASE), are pivotal in efforts to help students expand their social/emotional...
Show moreA sense of belonging is instrumental to an individual’s mental health. The American School Counselor Association outlined that school counselors are responsible for helping students manage emotions and apply interpersonal skills. The school setting plays an integral part in the development of student’s social and emotional competencies. Approaches to school counseling, such as Advocating Student-within-Environment (ASE), are pivotal in efforts to help students expand their social/emotional skills. This study examined the phenomenological experience of sixth grade students who participated in an ASE-influenced counseling program. One objective for this study was to advance the current literature regarding school counseling’s efficacy in promoting greater connectedness among students and their school environment. The study was conducted using the Student Success Skills (SSS) small group intervention, led by a school counselor already trained in the program. The research questions under investigation were: What is the phenomenological experience of middle school students’ participation in an ASE-aligned evidence-based guidance curriculum? Does the phenomenological experience of middle school students’ participation in an ASE-aligned evidence-based guidance curriculum translate to connectedness among the students in the intervention? Does the phenomenological experience of middle school students’ participation in an ASE-aligned evidence-based guidance curriculum lead to coregulatory relationships among students and school faculty?
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014301
Subject Headings: Educational counseling, Belonging (Social psychology), Middle school students
Format: Document (PDF)

Title: Teacher Expertise in Motion: A Theory of the Synergistic Gears That Shape and Sustain Teacher Expertise.
Creator: Rodriguez, Christine N., Hyslop-Margison, Emery, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This study explored the factors expert teachers reported as influences in the development and sustainment of their expertise as well as those that challenge it. Through one-on-one interviews with 15 expert teachers, the generated data were scrutinized using a grounded theory approach. The analysis protocol followed a multi-step process of three stages – exploration, amalgamation, and conceptualization. In each of those stages, the data were examined using a cyclical and recursive process of...
Show moreThis study explored the factors expert teachers reported as influences in the development and sustainment of their expertise as well as those that challenge it. Through one-on-one interviews with 15 expert teachers, the generated data were scrutinized using a grounded theory approach. The analysis protocol followed a multi-step process of three stages – exploration, amalgamation, and conceptualization. In each of those stages, the data were examined using a cyclical and recursive process of investigation-interpretationintegration- illustration. By the completion of the conceptualization stage, a theory was developed to describe the interdependence of the four influential factors that shape and sustain teacher expertise. Among the findings, the study revealed that both endogenous and exogenous elements are necessary to develop and sustain teacher expertise. The endogenous factors are more intrinsic and include energy (a teacher’s drive, commitment, and ability to extend past her/his comfort zone) and examination (reflection and goal-setting), while the exogenous factors are more environmental and include encouragement (the succor a teacher receives through collaboration and school leadership) and erudition (professional learning that influences a teacher’s knowledge and skills). The theory proposes that the evolution of expertise is neither chronological nor linear; rather, each of the four factors plays an integral role and is interconnected and synergistic with the others. In addition, when one or more influences is lacking or is compromised, expertise is impeded. Impedances represent the challenges the participants reported as their expertise evolved. These challenges interfere with their energy, examination, encouragement, or erudition and, ultimately, their expertise. Furthermore, a diagram depicting a quaternary gear system was created to illustrate teacher expertise in motion. This is especially relevant at a time when teacher quality is the prominent discourse in the field and at the forefront of educational policy. Understanding the interdependent factors that shape and sustain teacher expertise can inform pre-service teachers, developing and expert teachers, educational leaders, and decision-makers on the nuances of teacher expertise as a way to optimize teacher growth and maximize student success.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004660, http://purl.flvc.org/fau/fd/FA00004660
Subject Headings: Effective teaching, Expertise, Performance -- Psychological aspects, Teacher educators, Teachers -- Training of, Teaching -- Psychological aspects
Format: Document (PDF)

Title: Attitudinal study of older adult African Americans' interaction with computers.
Creator: Lovell-Martin, Nigel Leon., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: It was estimated that 35 million people age 65 or older lived in the United States in 2000. Of that number 2.8 million were Black/African American. The U.S. Census Bureau's (2000) population projections show that there will be 70 million older adults age 65 or older by 2030 and African Americans are expected to comprise over 12% of that population. In 1993 older adults had made less elective use of computers than younger adults, accounting for 24.2% of those age 55 to 64 and 4.9% of adults...
Show moreIt was estimated that 35 million people age 65 or older lived in the United States in 2000. Of that number 2.8 million were Black/African American. The U.S. Census Bureau's (2000) population projections show that there will be 70 million older adults age 65 or older by 2030 and African Americans are expected to comprise over 12% of that population. In 1993 older adults had made less elective use of computers than younger adults, accounting for 24.2% of those age 55 to 64 and 4.9% of adults over age 65. By 2003 adults over age 65 recorded a 20.1% increase in computer usage becoming the fastest growing segment of computer users who are engaging in learning computer skills as a way of coping with the technological changes. Studies have found that greater experience with computers is associated with more positive attitudes; however, it has never been determined whether this is true of the older African American population since there is a paucity of research documenting their computer attitudes. This study utilized a mixed methods research design that included an experimental design and an inductive approach with interviews. The following findings emerged: (a) attitudes differed for older African Americans who received computer training and those who did not; (b) there was no distinction in computer attitudes between older adult male and older adult females in the African American population; (c) there was no interaction effect on computer attitudes as moderated by training and gender; (d) older African Americans exhibited a positive disposition towards computers which elicited positive attitudes towards the technology; (e) older African Americans had a nascent need for computer self-efficacy; and (f) older African Americans constructed new meaning regarding computers as a result of their reflection on their computer interaction experience., The findings have established that older African Americans' attitudes can be influenced by direct computer experience and the study extends prior research by identifying the process by which attitude change takes place.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/186682
Subject Headings: African Americans, Education (Continuing education), African Americans, Intellectual life, Aging, Psychological aspects, Attitude (Psychology), Computer literacy
Format: Document (PDF)

Title: An exploration of factors affecting the academic success of students in a college quantitative business course.
Creator: Davis, Mary M., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The American Association of Colleges and Universities reports that over 50% of the students entering colleges and universities are academically under prepared; that is, according to Miller and Murray (2005), students "lack basic skills in at least one of the three fundamental areas of reading, writing, and mathematics". Furthermore, approximately 30% of the students in a state university undergraduate quantitative business course fail or withdraw from the course. The purpose of this study was...
Show moreThe American Association of Colleges and Universities reports that over 50% of the students entering colleges and universities are academically under prepared; that is, according to Miller and Murray (2005), students "lack basic skills in at least one of the three fundamental areas of reading, writing, and mathematics". Furthermore, approximately 30% of the students in a state university undergraduate quantitative business course fail or withdraw from the course. The purpose of this study was to explore non-cognitive and cognitive factors that may be related to the academic success of those students enrolled in the course. To this end, a survey was conducted, collecting the perceptions and opinions of 301 undergraduate college of business students with regard to relevant constructs such as cognitive load, mathematics and general self-efficacy, math anxiety, and motivation. Additional data were collected from the students' transcripts. Findings revealed that the significant cognitive factors contributing to the academic success were the overall GPA of the students as well as the average of their grades in the two prerequisite courses. The statistically significant non-cognitive factors related to the final exam score were the students' perceived levels of cognitive load and mathematics self-efficacy. A moderating effect of mathematics self-efficacy was revealed between the final exam score and overall GPA; however, other selected potential moderators of the final exam score and cognitive load were not significant. Post-hoc analyses verified no significant difference in the final exam score for gender or race; however, a statistically significant difference was found on cognitive load for different instructors. The findings emphasized the importance of prior knowledge and instructional design as both are sensitive to cognitive load (Mayer & Moreno, 2003; Sweller, 1999)., The implications of the findings resulted in the recommendation that knowledge should be addressed through appropriate advising as well as pretests at the onset of the course. Finally, the course instructors should take into consideration various instructional design techniques to reduce cognitive load. Recommendations are made for future practice with a focus on inclusive pedagogical methodologies and further research directions with promising potential predictors.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/331845
Subject Headings: Academic achievement, Psychological aspects, Learning, Psychology of, Motivation in education, Achievement motivation in education, School improvement programs
Format: Document (PDF)

Title: Assessing goal intent and achievement of university learning community students.
Creator: Pfeffer-Lachs, Carole F., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to assess the goal intent and achievement of university students, during the Fall 2011 semester, at Blue Wave University, a high research activity public institution in the southeast United States. This study merged theories of motivation to measure goal setting and goal attainment to examine if students who chose to participate in a learning community program set goals at different levels than the students who chose not to join a learning community program. This...
Show moreThe purpose of this study was to assess the goal intent and achievement of university students, during the Fall 2011 semester, at Blue Wave University, a high research activity public institution in the southeast United States. This study merged theories of motivation to measure goal setting and goal attainment to examine if students who chose to participate in a learning community program set goals at different levels than the students who chose not to join a learning community program. This study investigated if there was a difference in motivation, by studying goal intent and goal achievement of Freshman Learning Community participants, Living- Learning community participants, or non-learning community participants at Blue Wave University. . Moderation analyses concluded that none the seven contextual variables (choice of college, ethnicity, gender, high school grade point average, living on-campus, SAT score, and ACT score) moderated the difference in the level of change from goal intent to goal achievement in this study.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3360967
Subject Headings: Achievement in education, Group work in education, Professional learning communities, Learning, Psychology of, School improvement programs
Format: Document (PDF)

Title: Managed Discourse: Legitimizing Principal Identity and Agency.
Creator: Arellano, Matias, Mountford, Meredith L., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Given the demands of the era of accountability and standardization, the purpose of this study was to explore how educational leaders construct their identity and agency. The study utilized overlapping post-structural and critical theoretical frameworks on identity and agency to analyze how high school principals interpret and enact comprehensive school reform rhetoric and their state’s educational leadership standards. In addition to several cycles of coding, a critical discourse analysis was...
Show moreGiven the demands of the era of accountability and standardization, the purpose of this study was to explore how educational leaders construct their identity and agency. The study utilized overlapping post-structural and critical theoretical frameworks on identity and agency to analyze how high school principals interpret and enact comprehensive school reform rhetoric and their state’s educational leadership standards. In addition to several cycles of coding, a critical discourse analysis was performed with the input of the participants’ high schools in order to further analyze the form and function of discourses, socially situated meanings, and ideologies that constitute being an educational leader and doing the work of an educational leader. The findings from the study revealed that the high school principals discursively construct their professional identity and agency by engaging in discourses and social practices related to managing the personnel, numerical data, and external expectations of the organization. As a result, the participants use the comprehensive school reform rhetoric as a way to legitimize and rationalize their duty as educators. The socially situated meaning attributed to the state’s educational leadership standards is not as clear, with the participants dismissing their value for a lack of context. In interpreting and enacting the school reform policy mandates set forth by the district and the state, principals conserve a corporatized model of school leadership that borrows much of its neoliberal language from the business sphere. The principals are positioned as mid-level managers, confirming Foster’s (2004) description of the contemporary school leader who is preoccupied with controlling the numeracy, information systems, and language of the organization. Future research should focus on performing critical discourse analysis studies with the upper levels of management, including, but not limited to, the central office and the office of the superintendent, as a way of exploring a more transcendent meaning of schooling and school leadership that focuses on human development. This study has the potential to provide leadership preparation programs and policymakers significant insight into the problems, paradoxes, and possibilities of school reform rhetoric and its impact on local school leaders.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004657, http://purl.flvc.org/fau/fd/FA00004657
Subject Headings: Critical pedagogy, Discourse analysis, Education -- Research -- Methodology, Educational leadership, High school principals, Identity (Psychology)
Format: Document (PDF)

Title: Talking in Circles: A Mixed Methods Study of School-wide Restorative Practices in Two Urban Middle Schools.
Creator: Brown, Martha A., Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed methods, multisite case study examined the relational ecology of two urban middle schools that had adopted school-wide restorative practices (SWRPs) and the changes that occurred as a result of the reform initiative. The study was conducted in two Title I middle schools in the Oakland Unified School District in California. A positive relational ecology existed in these two urban middle schools, and this ecology was built on the interacting and interrelated themes of relational...
Show moreThis mixed methods, multisite case study examined the relational ecology of two urban middle schools that had adopted school-wide restorative practices (SWRPs) and the changes that occurred as a result of the reform initiative. The study was conducted in two Title I middle schools in the Oakland Unified School District in California. A positive relational ecology existed in these two urban middle schools, and this ecology was built on the interacting and interrelated themes of relational trust, being heard, a relational-based, student-centered culture, and a commitment to the principles of social justice. The positive relational ecology created a strong foundation upon which change could occur at the organizational, individual, and pedagogical levels. Various structures within the schools, including circles, instructional leadership teams, student councils, and peer mediation, created space for teachers and students to be heard and empowered, which subsequently facilitated change and growth for many administrators, teachers, and students. High turnover, lack of initial and ongoing training, and the development of quasi- or non-restorative processes jeopardized program fidelity. Findings revealed that in these restorative schools, relational ecology and change were inseparable, and that they moved and influenced each other. A positive relational ecology created an environment that enabled leaders and staff to feel safe as they embarked upon the journey of change. Changes in the ways that members of the school communities related to each other on a daily basis provided additional motivation to continue the change effort, and these changes then strengthened the relational ecologies. Findings of this study are significant and have implications for schools and school districts, policy makers, and teacher and leader education programs. Future research should include longitudinal, mixed methods studies that assess the school culture before and after implementing SWRPs, as well as experimental or quasi-experimental designs that compare restorative and non-restorative schools. Such studies may provide more empirical evidence that links healthy relational ecologies to student achievement, less teacher turnover, decreased conflict, and healthier communities, thereby strengthening the case for rejecting punitive and discriminatory zero tolerance school discipline policies and adopting restorative justice in education instead.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004483, http://purl.flvc.org/fau/fd/FA00004483
Subject Headings: Alternative education, Communication and education., Crisis management, Experiential learning, Motivation in education, Oppression (Psychology), Psychology, Applied, Restorative justice, Therapeutic jurisprudence, Transformative learning
Format: Document (PDF)

Title: The effect of a classroom intervention on adolescent wellness, success skills, and academic performance.
Creator: Wirth, Jacqueline Lee-Russell., College of Education, Department of Counselor Education
Abstract/Description: This study sought to measure the impact of an evidence-based school guidance counseling curriculum. Student Success Skills (Brigman & Webb, 2010),on : (a) wellness factors for early adolescences, (b) engagement in school success skills, and (c) grades in core subject areas of language arts, mathematics, science, and social studies, reported at nine-week intervals. ... The results of this study provide a link between the collaboration between school counselors and teachers when delivering...
Show moreThis study sought to measure the impact of an evidence-based school guidance counseling curriculum. Student Success Skills (Brigman & Webb, 2010),on : (a) wellness factors for early adolescences, (b) engagement in school success skills, and (c) grades in core subject areas of language arts, mathematics, science, and social studies, reported at nine-week intervals. ... The results of this study provide a link between the collaboration between school counselors and teachers when delivering classroom guidance interventions on wellness behaviors in adolescents. More research in needed on the impact of school counseling curriculum programs on early adolescent wellness, engagement in school success strategies, and improved academic achievement.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3356900
Subject Headings: Educational counseling, Motivation in education, Achievement in education, Adjustment (Psychology) in adolescence, Behavior modification, Methodology, Self-management (Psychology) for teenagers
Format: Document (PDF)

Title: The call of public service: motivation and professional commitment in education.
Creator: Ackerina, Jacqueline., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to determine if individuals who are professionally committed to careers in public education possess public service motivation. The participants in this study were a sample of convenience selected through their enrollment in graduate education programs within three East Coast universities. The sample was stratified into three groups based on their education roles as teachers, aspiring leaders, and school district administrators. Based on the 258 education sector...
Show moreThe purpose of this study was to determine if individuals who are professionally committed to careers in public education possess public service motivation. The participants in this study were a sample of convenience selected through their enrollment in graduate education programs within three East Coast universities. The sample was stratified into three groups based on their education roles as teachers, aspiring leaders, and school district administrators. Based on the 258 education sector participants, the majority were Caucasian, female, and under the age of 30. All respondents held at least a bachelor's degree and the majority held up to ten years tenure in education. Utilizing an abridged version of Perry's (1996) multi-dimensional scale that was modified for the education sector, the public service motivation (PSM) construct was measured using an Internet survey approach. Three of the public service motivation dimensions and two commitment items were used to operationalize the PSM and professional commitment of education professionals within their current roles. Correlation, regression, ANOVA, and t-test analyses were conducted to examine the data collected. Study findings concluded that education professionals possess public service motivation and are professionally committed to their careers. In addition, results indicated that school district administrators possessed higher levels of public service motivation than teachers. Furthermore, demographic characteristics indicated that educators who are older, more experienced, and highly educated possess higher levels of PSM. Perhaps the most critical discovery was that when comparing education professionals to their public administration counterparts, educators possessed higher levels of public service motivation. These findings have several important implications for education institutions, academic scholars, human resource managers, and leadership preparation programs that would all benefit from all
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3342031
Subject Headings: Motivation (Psychology), Educational leadership, Public administration, Education, Aims and objectives, Education, Social aspects
Format: Document (PDF)

Title: Emotional and physiological regulation during parent-child interaction in preschoolers.
Creator: Marsh, Kathryn L., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The purpose of the current study is to examine physiological and behavioral components of emotional regulation and the development of empathy in preschoolers. It also examines how the parents play a role in their child's development of emotional competence. Behavioral and physiological responses were assessed for the children during stories chosen for emotional content (one happy and one sad story for each parent). Maternal and paternal ratings of self-expressivity were collected using the...
Show moreThe purpose of the current study is to examine physiological and behavioral components of emotional regulation and the development of empathy in preschoolers. It also examines how the parents play a role in their child's development of emotional competence. Behavioral and physiological responses were assessed for the children during stories chosen for emotional content (one happy and one sad story for each parent). Maternal and paternal ratings of self-expressivity were collected using the Self- Expressiveness in Family Questionnaire (Halberstadt et al., 1995). Greater vagal suppression occurred during the sad conditions suggesting that negative emotions require more processing strategies. Greater attentional scores were related to the child's RSA and higher resting RSA was associated with great motor restriction. The mothers had higher SEFQ scores than the fathers. Higher maternal positive expressivity, lower maternal total expressivity, and lower paternal positive expressivity scores were related to the children's displays of empathy.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362553
Subject Headings: Parent and child, Adjustment (Psychology) in children, Social interaction in children, Developmental psychology, Moral education (Early childhood)
Format: Document (PDF)

Title: The relationship of self-directed learning readiness to knowledge-based and performance-based measures of success in third-year medical students.
Creator: Findley, Brian W., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to investigate the self-directed learning (SDL) readiness of third-year medical students in comparison to previously reported scores for the general population; the relationship between SDL readiness and knowledge-based and performance-based measures of success in a medical school using an integrated medical curriculum; and to determine if knowledge-based and performance-based measures of success are significant in predicting Self-Directed Learning Readiness...
Show moreThe purpose of this study was to investigate the self-directed learning (SDL) readiness of third-year medical students in comparison to previously reported scores for the general population; the relationship between SDL readiness and knowledge-based and performance-based measures of success in a medical school using an integrated medical curriculum; and to determine if knowledge-based and performance-based measures of success are significant in predicting Self-Directed Learning Readiness Survey/Learner Preference Assessment (SDLRS/LPA) and National Board of Medical Examiners Family Medicine Shelf Examination (NBME-FM) scores. This study analyzed SDLRS/LPA scores, knowledge-based scores (NBME-FM), performance-based scores (Objective Structured Clinical Examination [OSCE] and preceptor rating), and a combination of knowledge-based and performance-based scores (final grade). Analyses of 873 students resulted in mean scores of 229.06 + 23.19 for the SDLRS/LPA. Correlations were significant (p < .05) for SDLRS/LPA scores to NBME-FM scores (r = .073, p < .05). OSCE scores (r = .133, p < .01), and final grade (r = .138, p < .01). Regression analysis revealed that the total model of NBME-FM, OSC AVG, and preceptor rating predicted 2.1% of the variation in SDLRS/LPA, which was significant (p < .01). Regression analysis revealed that SDLRS/LPA, OSC AVG and preceptor ratings predicted 9.7% of the variance in NBME-FM, which was significant (p < .001). The results support previous findings that medical students' levels of SDL readiness are higher than the general population mean of 214.0 + 23.49., While the SDLRS/LPA scores of medical students with knowledge-based and performance-based examinations were modest, they mirror the relationships that have appeared consistently across a number of studies and indicate a tendency for students with higher levels of SDL to perform better in medical preparation programs.The SDLRS/LPA adds an important dimension to the assessment of medical students, addressing the emphasis on ensuring that physician preparation programs produce practitioners who are likely to be continuing, lifelong learners. This investigation of SDL in medical education was unique in that it may be the first to look at the relationships of SDLRS/LPA scores with both knowledge-based and performance-based measures as well as with a combination of knowledge-based and performance-based measures.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/221949
Subject Headings: Learning, Psychology of, Experiential learning, Academic achievement, Psychological aspects, Self-culture, Evaluation, Educational tests and measurements
Format: Document (PDF)

Title: Sports and its effects on gender typing.
Creator: Frias, Arian., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Sports and its effects on children have been researched for the benefits that it may bring. The purpose of this study is to see if sports competency, assessed by both peer reports and self-reports, benefits both boys and girls and whether it protects children who generally are gender-atypical from adjustment difficulties and also to see if there are any interactive influences of cross-gender typing and sports competency on self-esteem, depression, and other adjustment indexes. Our results...
Show moreSports and its effects on children have been researched for the benefits that it may bring. The purpose of this study is to see if sports competency, assessed by both peer reports and self-reports, benefits both boys and girls and whether it protects children who generally are gender-atypical from adjustment difficulties and also to see if there are any interactive influences of cross-gender typing and sports competency on self-esteem, depression, and other adjustment indexes. Our results found that there was a significant interaction between sports competence and cross-gender typing when looking at popularity and also a significant interaction between sports self-efficacy and cross-gender typing when looking at self-esteem. Our data did not provide sufficient support for our buffering hypothesis, but it allowed for us to conclude that self-esteem of low-cross-gender-typed children profit more from high sports self-efficacy and suffer more from low sports self-efficacy than the self-esteem of high-cross-gender-typed children.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3175020
Subject Headings: Physical education and training, Psychological aspects, Sports, Psychological aspects, Gender identity, Sex discrimination in sports, Self-esteem
Format: Document (PDF)

Title: In Their Own Words: Older Adults' Perceptions of Effective and Ineffective Learning Experiences.
Creator: Duay, Deborah L., Bryan, Valerie, Florida Atlantic University
Abstract/Description: The percentage of older adults in the American population is expected to increase from about 12% now to 22% by the year 2030 (Eisen, 2005). Educators can play an important role in managing the effec.,ts of this demographic shift by designing learning opportunities that increase older adults' motivation to participate and their ability to learn. Because older adults themselves can otTer important insights on what helps and hinders their learning, the purpose of this study was to explore the...
Show moreThe percentage of older adults in the American population is expected to increase from about 12% now to 22% by the year 2030 (Eisen, 2005). Educators can play an important role in managing the effec.,ts of this demographic shift by designing learning opportunities that increase older adults' motivation to participate and their ability to learn. Because older adults themselves can otTer important insights on what helps and hinders their learning, the purpose of this study was to explore the perceptions of adults over age 64 residing in a large metropolitan area in the southeastern United States on effective and ineffective learning experiences. Utilizing a qualitative design, the researcher interviewed 36 older adults involved in learning experiences at three distinct sites. Data were also collected through observations and document analysis. Five research questions were answered with the following four findings: 1) effective learning experiences are involving, 2) the instructor is a key component in the classroom, 3) familiar or relevant topics are interesting, and 4) the computer and the Internet are both loved and hated. The participants in this study value learning experiences that involve them in the classroom and keep them involved in the world. They enjoy asking questions, discussing ideas, and learning with friends and family members in environments free from the pressures of mandatory assignments and tests. They seek instructors who are knowledgeable about the subject, clear and understandable in their presentation, respectful of their experience, and effective at grabbing their attention through enthusiasm, humor, and relevant stories. When they discover effective instructors, they tend to take classes with them over and over again. However. when instructors' abilities are unknown, they look for learning experiences that will either expand their knowledge abcut something familiar or teach them something that will have some relevance in their lives. Finally, these seniors enjoy the convenience of accessing a wealth of information using computers and the Internet. Yet, they also experience considerable frustration in learning computer tasks and dealing with computer problems. Reommendations are provided for designing, marketing, and delivering quality learning experiences for senior adults.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000663
Subject Headings: Continuing education, Learning, Psychology of, Adult learning, Experiential learning, Self-actualization (Psychology) in old age--United States
Format: Document (PDF)

Title: Why College Undergraduates Intend to Pursue the Information Technology Major: A Multi-theoretical Perspective.
Creator: Heinze, Nathan D., Hu, Qing, Florida Atlantic University
Abstract/Description: The purpose of this study is to explore environmental and personal factors that may influence college undergraduates' decisions to pursue a major in information technology. These factors include self-efficacy, outcome expectations, personality traits, interest in computers, attitudes, subjective norm, perceived behavioral control, and perceived IT job availability. The paper develops and tests a theoretical model based on social cognitive theory and the theory of planned behavior, and also...
Show moreThe purpose of this study is to explore environmental and personal factors that may influence college undergraduates' decisions to pursue a major in information technology. These factors include self-efficacy, outcome expectations, personality traits, interest in computers, attitudes, subjective norm, perceived behavioral control, and perceived IT job availability. The paper develops and tests a theoretical model based on social cognitive theory and the theory of planned behavior, and also incorporates the five factor model of personality. The intent of this study is to extend the social cognitive theory and theory of planned behavior literatures by expanding their application to IT career choice issues and by including personality traits as additional factors. The latter addition also indicates a unique application of the five factor personality model, as it is rarely used in concert with self-efficacy, outcome expectations, and broad environmental factors such as job market demands. A multi-section survey was administered to college undergraduates at four large universities in the southeastern United States. Analysis of the data results showed that college undergraduates with positive attitudes towards the IT major and high perceived behavioral control regarding the IT major had a greater intention of pursuing IT. The study also found positive links between 1) computer self-efficacy and self-evaluating outcome expectations regarding an IT career, 2) computer self-efficacy and perceived behavioral control, and 3) self-evaluating outcome expectations and attitudes towards the IT major. In addition, personality traits moderated a number of model relationships. Finally, it was found that males were significantly more likely to choose IT than females and scored higher on computer self-efficacy, self-evaluating outcome expectations, attitudes towards the IT major, interest in computers, and perceived behavioral control. The results and contributions of the study are discussed and recommendations are made for future research.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000304
Subject Headings: Education, Higher--United States, Information technology--Study and teaching--United States, Educational psychology--United States, Academic achievement--Psychological aspects
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)

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: Predictors of undergraduate academic success.
Creator: Glick-Cuenot, Sheri L., Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study attempted the answer to two primary questions: (a) Are strategic thinking skills possessed by college students prior to university matriculation related to their academic success in college, and (b) How does the predictive accuracy afforded by these skills compare to that from high school grade point average or standardized test scores?
Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004287, http://purl.flvc.org/fau/fd/FA00004287
Subject Headings: Achievement in education, Creative thinking, Educational tests and measurements, Learning, Psychology of, Prediction of scholastic success -- Mathematical models, Strategic planning
Format: Document (PDF)

Title: The Impact of iCoaching on Teacher-delivered Opportunities to Respond.
Creator: Randolph, Kathleen M., Duffy, Mary L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: Employment coaching is essential for performing job duties and for developing and enhancing skills. Coaching in the school setting typically follows the traditional format of pre-conference, observe, and post-conference, where feedback on teaching performance is shared but often delayed. Professional development provides teachers with skills to enhance their teaching practice with little to no follow-up or support. The most effective way to produce change in the school setting is to show the...
Show moreEmployment coaching is essential for performing job duties and for developing and enhancing skills. Coaching in the school setting typically follows the traditional format of pre-conference, observe, and post-conference, where feedback on teaching performance is shared but often delayed. Professional development provides teachers with skills to enhance their teaching practice with little to no follow-up or support. The most effective way to produce change in the school setting is to show the connection between professional development and student performance, and iCoaching can help to bridge the gap. Research shows that effective feedback is immediate, systematic, positive, constructive, and detailed (Scheeler & Lee, 2002). Bug-in-ear (BIE) coaching is a way to provide immediate feedback so correction can be made live, and errors are reduced. iCoaching uses iPods as a BIE device with a coach serving as a remote observer providing coaching prompts or immediate feedback to the teacher to allow the teacher to implement ideas or make corrections immediately. Increasing opportunities to respond (“Increasing Opportunities to Respond,” 2015) is a way to increase academic achievement and on task behavior (Sutherland, Alder, & Gunter, 2003). This study utilized a multiple probe across participants design to investigate the effect of iCoaching on teacher-delivered OTR. Four teacher participants and their students participated in the study, where the teachers completed a teacher preparation session and live iCoaching sessions to increase their OTR. Data were collected on OTR (including the type of OTR), coaching comments, student responses, and student curricular performance. The results indicate that iCoaching was effective in increasing teacher-delivered OTR and increasing student responses and academic performance. Implications for future research are discussed.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004881, http://purl.flvc.org/fau/fd/FA00004881
Subject Headings: Teachers--Training of., Teacher effectiveness., Feedback (Psychology), Interaction analysis in education., Behavior modification., Communication in education., Bluetooth technology.
Format: Document (PDF)

Title: Non-Academic Factors Contributing to the Academic Outcomes of Students in a Community College Developmental Education Program.
Creator: Ray, Kenneth Jr., Pisapia, John, Florida Atlantic University
Abstract/Description: The purpose of this study is to identify the relationship of Social Cognitive Career Theory, student engagement, and academic outcomes of community college students emolled in developmental courses over one academic year. Through the combined use of Social Cognitive Career Theory (SCCT) and Student Engagement Theory, the researcher seeks to determine whether there are significant relationships between non-academic factors and academic success. An online version of the Community College Survey...
Show moreThe purpose of this study is to identify the relationship of Social Cognitive Career Theory, student engagement, and academic outcomes of community college students emolled in developmental courses over one academic year. Through the combined use of Social Cognitive Career Theory (SCCT) and Student Engagement Theory, the researcher seeks to determine whether there are significant relationships between non-academic factors and academic success. An online version of the Community College Survey of Student Engagement in combination with a SCCT instrument was completed by 936 students. The collection of data involved a web based database program. An analysis of the data included descriptive and correlational methods to examine these relationships. The results of the study revealed that neither SCCT, nor engagement factors contributed to the students' grade point average (GPA) and persistence. Additionally, when moderated by contextual factors, SCCT and Engagement demonstrated no influence on students' final GPA and persistence during the period of study. The data provided no evidence for an academic outcome predictive model involving SCCT, engagement or contextual factors for community college developmental students.
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Date Issued: 2008
PURL: http://purl.flvc.org/fau/fd/FA00000689
Subject Headings: Motivation in education, Community colleges--United States--Evaluation, Learning, Psychology of, Education, Higher--Social aspects--Evaluation
Format: Document (PDF)

Title: Emotional and Behavioral Effects within the Triadic Family System: Actor-Partner Interdependence between Parents and Preschoolers.
Creator: Montena, Alexandra L., Jones, Nancy Aaron, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The purpose of the current study is to examine emotional and behavioral interdependence within the triadic family system. Interdependence was assessed over time between 17 participant groups of mothers, fathers and preschoolers. Responses of each parent and preschooler were observed during story recitations that were chosen to elicit positive or negative responses; observations included measures of attention, external affect, and affective congruency. Parental self-report ratings of...
Show moreThe purpose of the current study is to examine emotional and behavioral interdependence within the triadic family system. Interdependence was assessed over time between 17 participant groups of mothers, fathers and preschoolers. Responses of each parent and preschooler were observed during story recitations that were chosen to elicit positive or negative responses; observations included measures of attention, external affect, and affective congruency. Parental self-report ratings of expressivity, negative emotions, and child temperament were compared to observations during story recitations, as well. Some father-child interactions appeared to be affected by story condition. However, parent gender had little effect on parent-child interactions overall in regards to child consistency. The findings suggest that children drive the interactions more so than parents. Further research with a larger sample size is needed to fully examine the emotional and behavioral interdependence between parents and preschoolers.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004912, http://purl.flvc.org/fau/fd/FA00004912
Subject Headings: Parent and child., Child rearing., Attachment behavior., Developmental psychology., Education, Preschool--Parent participation., Personality assessment.
Format: Document (PDF)

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