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Title: Examining the Impact of a Leadership Team’s Cognitive and Behavioral Agility on Student Achievement in Broward County Middle Schools.
Creator: Grant, Shernette D., Reyes-Guerra, Daniel, Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The extant literature on school leadership is bifurcated around the question: Are leaders important, or, is leadership important? Many who think leaders are important, do so because they believe the school’s tone, values, and aspirations start with “a” leader, the principal. However, there are those who believe leadership is not really about a single leader, but about a collective practice among people who work together, with a focus on accomplishing a shared goal. While leadership teams have...
Show moreThe extant literature on school leadership is bifurcated around the question: Are leaders important, or, is leadership important? Many who think leaders are important, do so because they believe the school’s tone, values, and aspirations start with “a” leader, the principal. However, there are those who believe leadership is not really about a single leader, but about a collective practice among people who work together, with a focus on accomplishing a shared goal. While leadership teams have been studied in a variety of contexts, little research is available on the cumulative effect of a school team’s ability to think collectively to raise student performance. Noteworthy however, is that this study makes the assumption that the sum total of individual agility as measure by instruments designed to assess individual agility equates to an accurate measure of team agility. This study was designed to better understand the relationship between a school leadership team’s cognitive and behavioral agility, school climate, and student achievement in a population of middle schools in Broward County, Florida. Theoretically, the study provides a model in support of the collective leadership approach in moving schools toward improved student achievement. A non-experimental, quantitative research design was utilized and The Strategic Thinking Questionnaire (STQ) and Strategic Leadership Questionnaire (SLQ) were used to assess cognitive and behavioral agility, respectively. Climate data, analyzed as a mediator, was extracted from the schools’ Annual Customer Survey. Student achievement was measured as overall school performance on standardized assessments as part of the State of Florida school accountability system. The STQ and SLQ were administered by way of a survey and descriptive statistics, correlation and mediation analysis were used to analyze data. The research did not point to any statistically significant correlations between school leadership teams’ cognitive and behavior agility as they relate to predicting student achievement; even with school climate acting as a mediator. This may be due in part to the assumption that agility data captured is an accurate reflection of team functioning. The study provides opportunities for additional research on the efficacy of leadership teams in K-12 education.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013126
Subject Headings: Middle schools--Florida, Educational leadership--Florida, Leadership -- Psychological aspects, Student achievement
Format: Document (PDF)

Title: In-country: identification of transformational learning and leadership in human rights observers.
Creator: McDonald, Nancy D., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Haiti, the poorest country in the western hemisphere, has suffered through centuries of disenfranchisement, poverty, slavery, environmental disasters, internecine racial prejudice, and foreign infringement. Its people won independence from France in 1804 but only at the cost of huge human and financial losses. Since then, Haiti has known little freedom or democracy. In 1991, the first truly democratically elected president, Jean-Bertrand Aristide, was elected (with a 67% majority). Nine...
Show moreHaiti, the poorest country in the western hemisphere, has suffered through centuries of disenfranchisement, poverty, slavery, environmental disasters, internecine racial prejudice, and foreign infringement. Its people won independence from France in 1804 but only at the cost of huge human and financial losses. Since then, Haiti has known little freedom or democracy. In 1991, the first truly democratically elected president, Jean-Bertrand Aristide, was elected (with a 67% majority). Nine months later, he was deposed by a military coup d'état. During that time and the chaotic years that followed, groups of human rights observers traveled to Haiti in an attempt to record and report publically, officially, what was actually happening to the Haitian people and their institutions. Although much has been written about the country during that period, there have been no studies focused on the human rights observers who were intimately involved with the people and the country. These groups and other groups participating in similar situations have not been studied and, yet, research in that area might provide important insights in the field of social justice. It is important to identify what encourages individuals to become a part of the effort to make a positive difference in the lives of others, in the most adverse situations, the process by which human rights observers become engaged, and how that engagement affects their lives both during and after their in-country experiences. The purpose of this phenomenological study is to see if there are commonalities (e.g., socio-cultural influence, self-directed learning readiness, etc.) among the initial in-country experiences of several human rights observers and further to discover what, if any, effect those experiences had on their leadership styles. The study identified socio-cultural influences (self-directed learning readiness and familial, religious, educational impact); motivational factors; methods of processing the experience (immediate responses of connectedness/love and reasoned responses involving individual and group reflection); and multiple outcomes (spiritualty, social action, and creativity). The overarching findings included identification of transformational learning in the participants and the evolution of their leadership from the servant model into a transformational/chaos model, including reflection in and on action as an operating context.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004216, http://purl.flvc.org/fau/fd/FA00004216
Subject Headings: Educational sociology, Human rights -- Haiti, Human rights workers -- Haiti, Leadership, Leadership -- Psychological aspects, Social justice
Format: Document (PDF)

Title: The Relationship Between McGregor’s Leadership Theory and Happiness Among Higher Educational Leaders.
Creator: Sullivan, Jeannette S., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this research was to determine if a relationship exists between McGregor’s Leadership Theory and subjective states of well-being among higher educational leaders in state and community colleges in Florida. The underlying supposition was that the preference for what Douglas McGregor called Theory X or Theory Y assumptions, indicate intrinsic assumptions about human nature and are linked to subjective happiness. Quantitative data were collected through electronic administration...
Show moreThe purpose of this research was to determine if a relationship exists between McGregor’s Leadership Theory and subjective states of well-being among higher educational leaders in state and community colleges in Florida. The underlying supposition was that the preference for what Douglas McGregor called Theory X or Theory Y assumptions, indicate intrinsic assumptions about human nature and are linked to subjective happiness. Quantitative data were collected through electronic administration of two surveys and demographic questions to higher educational leaders at 28 state and community colleges in the State of Florida. These instruments measured levels of well-being through the PERMA-Profiler instrument and preferences for Theory X or Theory Y using the Theory X and Theory Y Managerial Assumptions Inventory. Multiple correlation and regression analyses were used to address the research questions. This study detected no relationship between well-being and happiness in this sample.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004831, http://purl.flvc.org/fau/fd/FA00004831
Subject Headings: Personnel management., Educational leadership., Quality of work life., Work--Psychological aspects., Happiness., Job satisfaction.
Format: Document (PDF)

Title: comparative study of current practices of selected university-based children’s chorus directors in relation to arts integration.
Creator: Brown, Sally C., Fleitas, Patricia P., Dorothy F. Schmidt College of Arts and Letters, Department of Music
Abstract/Description: There is limited research available focusing on arts integration at the secondary school level and even less on a children’s chorus curriculum. Therefore, the aim of this qualitative study is to investigate the application of arts integration in a university-based children’s chorus based on historical research, rehearsal observations, and interviews of practicing children’s chorus directors. The pedagogical practices and philosophies of three prominent children’s chorus directors, Robyn Lana,...
Show moreThere is limited research available focusing on arts integration at the secondary school level and even less on a children’s chorus curriculum. Therefore, the aim of this qualitative study is to investigate the application of arts integration in a university-based children’s chorus based on historical research, rehearsal observations, and interviews of practicing children’s chorus directors. The pedagogical practices and philosophies of three prominent children’s chorus directors, Robyn Lana, Henry Leck, and Ann Small were conducted to understand the relationship between arts integration theory and practice in their respective children’s choruses. The criteria used to select the participants of this study is based upon their tenure in the field of choral music education, national and international recognition, their publications on music education for children, and their expertise on the child and adolescent singing voice. One of the principal objectives of this study is to discover if the participants are currently implementing arts integration in their respective children’s choruses and, if not, would they be amenable to implementing this type of pedagogy? The study’s research criteria focuses on two possible factors: 1) the expectations of a high level of artistic performance that could affect time availability presenting obstacles to implementing arts integration, and 2) identifying the philosophy and practice towards arts integration amongst the selected children’s chorus directors. The study suggests that a choral curriculum based on arts integration does not appear to diminish or interfere with the rehearsal process in preparation for the choral performance but rather, enhance the total learning and performance outcomes. Research data also suggests the need for materials and resources to assist with the application of an arts integrated curriculum. The three participants acknowledge the value of this type of pedagogy as well as the significance of future research to aid in applying this methodology. Sample lesson plans and choral literature representative of repertoire conducive to creating lesson plans based on arts integration strategies are found in the appendices. However, additional qualitative and quantitative studies are needed to promote arts integration at the secondary choral level.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004009
Subject Headings: Aesthetics -- Psychological aspects, Arts -- Study and teaching, Interdisciplinary approach in education, Oral interpretation of music
Format: Document (PDF)

Title: A Longitudinal Investigation ofFriendship Similarity: Selection and Socialization in Adolescent Behavior.
Creator: Hafen, Christopher A., Laursen, Brett, Florida Atlantic University
Abstract/Description: The current study examined the homophilic processes of selection and socialization in same-sex adolescent friendships across a 3-year period. The framework of the actor-partner interdependence model for distinguishable dyads was the main analytic technique, an improvement over previous analysis methods which often did not allow for simultaneous exploration of selection and socialization. Within the friendships, adolescents were distinguished based on their general peer acceptance levels, and...
Show moreThe current study examined the homophilic processes of selection and socialization in same-sex adolescent friendships across a 3-year period. The framework of the actor-partner interdependence model for distinguishable dyads was the main analytic technique, an improvement over previous analysis methods which often did not allow for simultaneous exploration of selection and socialization. Within the friendships, adolescents were distinguished based on their general peer acceptance levels, and similarity was assessed for three behaviors: deviant behavior, depression, and achievement motivation. Results showed evidence of both selection and socialization for deviant behavior and achievement motivation, but not for depression. Furthermore, partner influence paths suggested that more accepted friends typically exerted more influence on less accepted friends. Gender also moderated results, with girls tending to have stronger effects than boys.
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Date Issued: 2008
PURL: http://purl.flvc.org/fau/fd/FA00000756, http://purl.flvc.org/fau/fd/FA00000756
Subject Headings: Interaction analysis in education, Interpersonal relations, Adolescent psychology, Adolescence and society, Social interaction in adolescence
Format: Document (PDF)

Title: Self-Directed Learning and the Lupus Patient: Using Adult: Education Strategies to Actively Cope with Chronic Illness.
Creator: Brittain, Kristin, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was 1) to examine the significance of a patient’s active or passive role in terms of his/her health management; 2) to determine if a relationship exists between one’s active and passive scores and his/her self-directed learning readiness, and 3) to identify if his/her view of one’s self as a patient (when diagnosed with a chronic disease) impacted his/her own personal health management. Utilizing the quantitative analysis of The Self-Directed Learning Readiness Scale...
Show moreThe purpose of this study was 1) to examine the significance of a patient’s active or passive role in terms of his/her health management; 2) to determine if a relationship exists between one’s active and passive scores and his/her self-directed learning readiness, and 3) to identify if his/her view of one’s self as a patient (when diagnosed with a chronic disease) impacted his/her own personal health management. Utilizing the quantitative analysis of The Self-Directed Learning Readiness Scale and the Vanderbilt Pain Management Inventory, 81 individuals’ descriptive statistics were analyzed. Self-directed learning was found to positively influence an individual’s ability to be an active patient. The moderated demographic characteristics of age, ethnicity, education level, and gender did not have a direct relationship between selfdirected learning readiness and active/passive coping groups. Further, it was established that the majority of the participants within the study, 83.75%, considered themselves an active patient managing their lupus diagnosis. However, 16.25% of the participants did not believe that they were actively managing their illness. Self-directed learning characteristics were examined through the responses to an open-ended question. The two most prevalent themes pertained to active coping and control. Characteristics of self-directed learning readiness appeared predominant amongst the responses, particularly goal-orientation and accepting responsibility for learning. Minimal themes regarding planning and enjoying learning were provided within the data. These characteristics were identified throughout the study in hopes of further research and program implementations that will help to develop leadership abilities and activity levels of self-health management in chronically ill patients. This will enable lupus patients to have a more positive outcome, it will help them successfully manage their own health, and it will improve their overall quality of life.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004663, http://purl.flvc.org/fau/fd/FA00004663
Subject Headings: Adjustment (Psychology), Autoimmune diseases -- Care, Communication in medicine, Health education, Health promotion, Systemic lupus erythematosus
Format: Document (PDF)

Title: Pedometers in the curriculum: an instrument to enhance student success through wellness education.
Creator: Allen, Henry J., College of Education, Department of Exercise Science and Health Promotion
Abstract/Description: The purpose of this investigation was to determine the effects of a pedometer-based intervention on physical activity and self-efficacy among community college students in wellness classes (N = 154). The intervention included a pretest/posttest physical activity questionnaire, pedometer use, weekly goal setting and self-report of step data via the web. The experimental group wore pedometers daily for ten weeks; the control group wore pedometers for one week at baseline and week ten. Average...
Show moreThe purpose of this investigation was to determine the effects of a pedometer-based intervention on physical activity and self-efficacy among community college students in wellness classes (N = 154). The intervention included a pretest/posttest physical activity questionnaire, pedometer use, weekly goal setting and self-report of step data via the web. The experimental group wore pedometers daily for ten weeks; the control group wore pedometers for one week at baseline and week ten. Average weekday physical activity increased 29% for the experimental group and decreased 16% for the control group. Data analysis demonstrated a statistically significant difference due to the treatment regarding step count, differences in mean scores for self-efficacy, and a main effect for treatment for BMI. These results support the effectiveness of pedometer use to increase physical activity and self-efficacy in conjunction with a community college health curriculum.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/215293
Subject Headings: Health promotion, Exercise measurement, Physical education and training, Academic achievement, Psychological aspects
Format: Document (PDF)

Title: THE INFLUENCE OF STATE PERFORMANCE-BASED FUNDING ON PUBLIC HISTORICALLY BLACK COLLEGES AND UNIVERSITIES: A CASE STUDY OF RACE AND POWER.
Creator: Elliott, Kayla C., Warshaw, Jarrett B., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: More than 30 states currently implement some form of outcomes or performancebased funding for public two-year and/or four-year institutions of higher education. Thirteen of these states have public Historically Black Colleges and Universities (HBCUs). Every state’s higher education governance and power relationships are a unique compilation of internal and external entities such as the governor, governing boards, policymakers, higher education staff and advisors, and the institution’s...
Show moreMore than 30 states currently implement some form of outcomes or performancebased funding for public two-year and/or four-year institutions of higher education. Thirteen of these states have public Historically Black Colleges and Universities (HBCUs). Every state’s higher education governance and power relationships are a unique compilation of internal and external entities such as the governor, governing boards, policymakers, higher education staff and advisors, and the institution’s administration, faculty, students, and alumni. Each entity holds power over the HBCU or its state policy context.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013303
Subject Headings: Historically black colleges and universities, Higher education and state--Case studies, Race, Power (Psychology), Funding
Format: Document (PDF)

Title: Retrieval of simple arithmetic problems in digit and verbal formats using Siegler's choice, no-choice method.
Creator: Daskagianni, Evangelie., Florida Atlantic University, Hecht, Steven A.
Abstract/Description: A total of 96 adults (mean age 23.5 years) solved simple arithmetic problems in digit and verbal format, using Siegler's choice, no-choice method. In the choice condition, they produced the answer and gave a self report of how they solved it. In the no-choice condition, they were asked to use only retrieval. Naming latencies of numerals in both formats were assessed. Verbal problems were solved more slowly than digit problems in all conditions but format did not interact with problem size...
Show moreA total of 96 adults (mean age 23.5 years) solved simple arithmetic problems in digit and verbal format, using Siegler's choice, no-choice method. In the choice condition, they produced the answer and gave a self report of how they solved it. In the no-choice condition, they were asked to use only retrieval. Naming latencies of numerals in both formats were assessed. Verbal problems were solved more slowly than digit problems in all conditions but format did not interact with problem size effect for reaction times. This latter result does not support an effect of presentation format on calculation processes. Participants also named faster digits than verbal numerals. Smaller reaction times and three times as many errors were associated with the no-choice compared to the choice condition. Mathematical aptitude also had an effect. High arithmetic skill was related to smaller reaction times, more retrieval use and fewer errors.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/13207
Subject Headings: Mathematical ability--Cross-cultural studies, Human information processing, Cognitive psychology, Educational tests and measurements
Format: Document (PDF)

Title: A comparison of typicality judgments of learning-disabled and nonlearning-disabled children.
Creator: Willits, Paula P., Florida Atlantic University, Smiley, Lydia R., Taylor, Ronald L.
Abstract/Description: Typicality judgments refer to the extent to which items are thought to be typical of their language categories. For example, an apple is a typical fruit, whereas a kiwi is an atypical one. Typicality judgments help reveal a person's level of word knowledge and concept development. The theory of category prototypes (Posner, 1969) gave rise to the assessment of the typicality judgments of children and adults. The two main purposes of this study were to provide typicality norms for learning...
Show moreTypicality judgments refer to the extent to which items are thought to be typical of their language categories. For example, an apple is a typical fruit, whereas a kiwi is an atypical one. Typicality judgments help reveal a person's level of word knowledge and concept development. The theory of category prototypes (Posner, 1969) gave rise to the assessment of the typicality judgments of children and adults. The two main purposes of this study were to provide typicality norms for learning disabled (LD) children, and to clarify the nature of the differences between learning disabled and nondisabled (NLD) students regarding their word knowledge and categorization skills. A total of 210 subjects participated in the study; 180 were public school children (grades 2, 4, 6) from Palm Beach County, Florida. Half of these students attended part-time classes for the learning disabled while the other half were enrolled in regular classrooms. All children had achieved IQs in the average range of intelligence. The remainder of the subjects (30) were adult college students at Florida Atlantic University in Boca Raton. All subjects were asked to determine whether each of 125 words were category members, and if they were, how well each one exemplified the particular category in question. Categories included birds, clothing, vegetables, fruit, and four-footed animals. Results revealed that the LD children knew the meanings of fewer category items, included fewer appropriate words as category items, and were less adultlike in their rankings of words that were included as category members. Although both LD and NLD children's word rankings became more adultlike with age, the LD children's pattern of progression differed. For LD children, typicality ratings became significantly more adultlike between grades four and six, whereas the NLD subjects demonstrated significantly improved ratings between grades two and four. This different pattern illustrated a developmental lag in word knowledge for the LD children.
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Date Issued: 1991
PURL: http://purl.flvc.org/fcla/dt/12279
Subject Headings: Categorization (Psychology) in children, Learning disabled children--Education--Language, Children--Language, Cognition in children
Format: Document (PDF)

Title: Understanding how national board certified secondary mathematics teachers integrate academic and social knowledge of students into their practice.
Creator: Cook, Karen, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This qualitative case study investigated how six National Board Certified secondary mathematics teachers integrate knowledge of students into their practice to create socio- academic spaces for learning. Individual audiotaped interviews were utilized to generate data about what knowledge these teachers had of their students, how they gathered this knowledge, and how this knowledge of students influenced their decisions related to curriculum and instruction. The data were used to form an...
Show moreThis qualitative case study investigated how six National Board Certified secondary mathematics teachers integrate knowledge of students into their practice to create socio- academic spaces for learning. Individual audiotaped interviews were utilized to generate data about what knowledge these teachers had of their students, how they gathered this knowledge, and how this knowledge of students influenced their decisions related to curriculum and instruction. The data were used to form an understanding of the nature and function of the socio- academic spaces that teachers create in planning for and delivering instruction. The study revealed that as teachers interact independently with the curriculum, they create spaces for analysis and reflection. In addition, as they interact with their students around the curriculum, they create spaces for their students to practice, to make connections, to communicate, and to apply and experience math.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004357, http://purl.flvc.org/fau/fd/FA00004357
Subject Headings: Classroom environment, Curriculum planning, Education, Secondary, Educational psychology, Educational sociology, Mathematics -- Study and teaching (Secondary), National Board for Professional Teaching Standards (U.S.)
Format: Document (PDF)

Title: Maternal Involvement in Math Homework and its Influence on Adolescents’ Math Outcomes During the Transition to Middle School: Who Profits from Homework Assistance?.
Creator: Dickson, Daniel J., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: As adolescents transition to middle school, math confidence and performance declines (Eccles et al., 1993; Lee, Statuto, & Kadar-Voivodas, 1983). These declines are typically attributed to social and maturational changes (Eccles, Lord, & Midgley, 1991; Simmons & Blyth, 1987). In this dissertation, I explore the hypothesis that low parent support for schoolwork is also responsible. Latino-American adolescents are especially at risk for math difficulties. Maintaining adolescents’ engagement and...
Show moreAs adolescents transition to middle school, math confidence and performance declines (Eccles et al., 1993; Lee, Statuto, & Kadar-Voivodas, 1983). These declines are typically attributed to social and maturational changes (Eccles, Lord, & Midgley, 1991; Simmons & Blyth, 1987). In this dissertation, I explore the hypothesis that low parent support for schoolwork is also responsible. Latino-American adolescents are especially at risk for math difficulties. Maintaining adolescents’ engagement and performance in math are important goals for mothers because high levels of both are requisites for many professional careers. This dissertation will focus on Latino-American families to determine if mothers’ homework involvement is associated with changes in children’s math-related outcomes across the transition to secondary school. Parental involvement in math homework is assumed to mitigate declines in math performance during this transition. Cognitive models suggest that involved parents utilize scaffolding (Rogoff & Gardner, 1984) and instruction to ensure math achievement (Pomerantz & Moorman, 2010). Motivational models suggest that involved parents foster math engagement by bolstering child confidence, modeling management strategies, and promoting values that encourage children to work hard (Grolnick & Slowiaczek, 1994; Simpkins, Fredricks, & Eccles, 2015). However, empirical evidence in support of the importance of parents in math achievement is limited. While positive forms of involvement co-occur with better math outcomes (Bhanot & Jovanovic, 2005; Rice et al., 2013), no studies have examined such associations longitudinally. Children who are uninterested in math may be more susceptible to the effects of parental homework involvement because they lack internal motivation for mastery that underlies performance in other children. The present study examines the extent to which Latina-American mothers’ involvement in math homework is effective in preventing declines in child math-related outcomes (i.e., perceptions of math ability, etc) during the transition to middle school. Child math interest was postulated to moderate this association. Results indicated that low maternal homework involvement predicts worsening child math-related outcomes, but only for children who were intrinsically uninterested in math. The findings hold important implications for parents, who must work to ensure that they remain engaged in their children’s activities, especially if children appear uninterested in math.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004911, http://purl.flvc.org/fau/fd/FA00004911
Subject Headings: Hispanic Americans--Education--Parent participation., Academic achievement., Adjustment (Psychology), Learning, Psychology of., Parent and child., Parent and teenager., Mathematics--Study and teaching (Middle school), Middle school students., Motivation in education., Education--Parent participation.
Format: Document (PDF)

Title: The relationship between the self-efficacy of monolingual and bilingual undergraduate college students and their academic achievement in science and math.
Creator: Pomerantz, Rina, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Almost twenty-one percent of the United States population spoke a language other than English in 2011. Furthermore, there has been a dramatic increase in the enrollment of students of Hispanic and other ethnic backgrounds in U.S. post-secondary institutions between 1976 and 2013 (from 4% to 16%) (National Center for Education Statistics NCES, 2016). Until now, no systematic research has focused on the differential effects of selfefficacy on academic achievement in monolingual and bilingual...
Show moreAlmost twenty-one percent of the United States population spoke a language other than English in 2011. Furthermore, there has been a dramatic increase in the enrollment of students of Hispanic and other ethnic backgrounds in U.S. post-secondary institutions between 1976 and 2013 (from 4% to 16%) (National Center for Education Statistics NCES, 2016). Until now, no systematic research has focused on the differential effects of selfefficacy on academic achievement in monolingual and bilingual undergraduate college students. The present study aimed to investigate this relationship, as well as contribute additional insight on whether the academic self-efficacy of monolingual and bilingual undergraduate college students plays a role in their academic success specifically in science and math courses. Additionally, the findings of this research study were expected to provide data to inform the development of educational programs that might specifically target monolinguals or bilinguals in enhancing students’ self-efficacy. Seven instructors of foundational undergraduate science courses and math courses at a southeastern university agreed to contribute to the study by asking their students for their voluntary participation in the data collection. A total of 361 students participated in the study. Overall, 256 (70.9%) participants reported being monolingual and 105 (29.1%) reported being bilingual; 335 (92.8%) students were enrolled in science courses and 26 (7.2%) were registered in math courses; 237 (65.7%) were female students and 124 (34.3%) were male. Demographics, self-efficacy, and sociolinguistic data were collected using the Self-Efficacy Research Study Online Questionnaire. Final science and math grades were also collected from the instructors at the end of the semester for all students who volunteered to participate in the study. The findings of this research study revealed that the self-efficacy levels of undergraduate college students in science and math predict their academic achievement in these subjects. They also showed that the self-efficacy levels of bilingual participants are higher than those of their monolingual counterparts. Findings also indicated that when the relationship between final grade and self-efficacy was examined separately in each linguistic group the correlation was significant and positive for monolinguals.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004753, http://purl.flvc.org/fau/fd/FA00004753
Subject Headings: Self-efficacy., Control (Psychology), Academic achievement--Psychological aspects., Education, Bilingual., Science--Study and teaching (Higher), Mathematics--Study and teaching (Higher)
Format: Document (PDF)

Title: A study of persistence of undergraduate women majoring in engineering and math.
Creator: Pena-Lopez, Jessica., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to identify factors that are associated with encourage the persistence of undergraduate women majoring in Engineering and Math (EM) at Florida Atlantic University, University of Central Florida, and University of South Florida. The persistence factors were examined through an analysis of university data and the use of a survey for enrolled senior standing students who declared their first major in engineering or math. Both quantitative and qualitative methods...
Show moreThe purpose of this study was to identify factors that are associated with encourage the persistence of undergraduate women majoring in Engineering and Math (EM) at Florida Atlantic University, University of Central Florida, and University of South Florida. The persistence factors were examined through an analysis of university data and the use of a survey for enrolled senior standing students who declared their first major in engineering or math. Both quantitative and qualitative methods were utilized to collect and analyze data from the three sites. Factor analysis and logistic regression were used to analyze the quantitative data. The quantitative data retrieved from the survey instrument revealed that participants who were self motivated, felt they had a safe learning environment, and were engaged by the university were more likely to persist in engineering and math. Additionally, the survey revealed that race and ethnicity does not predict persistence of undergraduate women maj oring in engineering and math. Qualitative analysis of open-ended survey questions revealed that the most important factor that helps female students persist in engineering and math major was self-confidence and determination. They also indicated that discrimination and stereotyping were the most difficult factors for female students to overcome. To enable more women to be successful in the pursuit of a engineering or math degree, participants made an overwhelming reference to intervention as student engagement., Student engagement consists of the following: outreach programs, support programs, study groups, homework sessions, women clubs, engineering or math clubs, math and sciences activities, math and science tours, engineering and math societies, educational programs focusing on engineering and math, online courses, women organizations in STEM, positive role models, female teachers, women mentors, exposure to engineering and math, and expanding the career outlooks of young women. They suggested that student engagement must start early and must be continuous throughout every level of the educational pathway and professional life. Recommendations are provided for policymakers and university administrators to continue supporting women majoring in EM and to increase awareness and access that encourage persistence of women in the pursuit of EM career goals.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3333307
Subject Headings: Women in engineering, Women in mathematics, Women, Education (Higher), Engineering, Study and teaching, Psychological aspects, Mathematics, Study and teaching, Psychological aspects
Format: Document (PDF)

Title: Transformational learning and self-efficacy: an investigation into their role in prophylactic mastectomy.
Creator: Gordon, Faith, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Breast cancer affects one in eight women in the United States. Estimated new breast cancer cases for 2012 in the U.S. are 229,060 women (American Cancer Society, 2012). For all women it is important to be informed regarding all current treatment options. For women in high-risk categories of breast cancer it is even more important. Risk-reducing strategies for women at high-risk of breast cancer include surveillance, chemoprevention, and bilateral prophylactic mastectomy. Prophylactic...
Show moreBreast cancer affects one in eight women in the United States. Estimated new breast cancer cases for 2012 in the U.S. are 229,060 women (American Cancer Society, 2012). For all women it is important to be informed regarding all current treatment options. For women in high-risk categories of breast cancer it is even more important. Risk-reducing strategies for women at high-risk of breast cancer include surveillance, chemoprevention, and bilateral prophylactic mastectomy. Prophylactic mastectomy reduces the risk of breast cancer by excision of most breast tissue. Breast cancer among those initially diagnosed as high-risk is 90-94.3% (Hartmann et al., 1999). This procedure entails serious surgeries with numerous physical, social, and emotional ramifications and is not without side effects. The patient has the right to be informed and base her decision-making on the suitability of the procedure for herself. This research describes six (6) woman’s experiences, focusing on the role of transformational learning and self-efficacy, as these women progressed through the stages. Prophylactic mastectomy is radical, irreversible, and costly at the onset. The procedure may preclude a whole lifetime of surgeries, radiation, and chemical treatments. If this treatment is the right fit, and has been fully researched, balanced with options, family history, genetic predisposition, personal concerns, and anxiety levels, along with physician recommendations, a woman should consider pursuing it.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004374, http://purl.flvc.org/fau/fd/FA00004374
Subject Headings: Control (Psychology), Educational leadership, Health behavior, Mastectomy -- Decision making, Mastectomy -- Psychological aspects, Organizational learning, Self efficacy, Women -- Medical care, Women's health services
Format: Document (PDF)

Title: The effect of student participation in student success skills on pro-social and bullying behavior.
Creator: Mariani, Melissa A., College of Education, Department of Counselor Education
Abstract/Description: The purpose of the current study was to examine differences in pro-social behaviors, bullying behaviors, engagement in school success skills, and perceptions of classroom climate between grade 5 students in the treatment group who received the Student Success Skills (SSS) classroom guidance program (Brigman & Webb, 2010) and grade 5 students in the comparison group who did not receive the intervention. School counselors in the treatment schools implemented SSS with students in grade 5 after...
Show moreThe purpose of the current study was to examine differences in pro-social behaviors, bullying behaviors, engagement in school success skills, and perceptions of classroom climate between grade 5 students in the treatment group who received the Student Success Skills (SSS) classroom guidance program (Brigman & Webb, 2010) and grade 5 students in the comparison group who did not receive the intervention. School counselors in the treatment schools implemented SSS with students in grade 5 after being trained in the manualized use of the program and other study-related procedures. The study followed a pre-post quasi-experimental design employing various self-report measures of behavior (PRQ, SE-SSS, MCI-SFR, and TMCI-SF). A series of ANOVA and ANCOVA analyses were then conducted to determine if there were statistically significant differences between the groups. Effect size estimates were also calculated for each measure. The data supported the SSS classroom guidance program as a viable intervention for positively affecting student behavior. Significant differences were noted between the treatment and comparison schools in the following areas: (a) increased pro-social behaviors, (b) decreased bullying behaviors, (c) increased engagement in school success skills, and (d) student perceptions of improved classroom climate. This study provides empirical support showing that students who are taught skills in key areas evidence benefits across several outcomes. The study also indicates that aggressive behaviors, like bullying, can be influenced by programs that do not specifically target those behaviors. Furthermore, it supports the positive impact school counselors can have on student success by implementing an evidence-based program.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3318678
Subject Headings: Academic achievement, Bullying in schools, Psychological aspects, Educational counseling, Social skills in children, Self-management (Psychology) for children
Format: Document (PDF)

Title: The impact of stress on elementary school principals and their effective coping mechanisms.
Creator: Krzemienski, Joyce., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: In today's era of high stakes testing and accountability, school principals are confronted with many difficult challenges in addition to those traditionally experienced by principals given the advent of No Child Left Behind (NCLB) and the many mandates each school principal must report on annually. With mandated curriculum standards and widespread demand to improve student achievement, principals face a multitude of administrative tasks. As the school accountability deadline to meet the 2014...
Show moreIn today's era of high stakes testing and accountability, school principals are confronted with many difficult challenges in addition to those traditionally experienced by principals given the advent of No Child Left Behind (NCLB) and the many mandates each school principal must report on annually. With mandated curriculum standards and widespread demand to improve student achievement, principals face a multitude of administrative tasks. As the school accountability deadline to meet the 2014 federal objective of the No Child Left Behind Act of 2001 rapidly draws closer for the majority of states, this federal legislation has created increasingly high stress levels, potentially the highest ever, for principals across the country. ... The proposed study is significant to the field of education because this study provides the most current research regarding the mental and physical effects of work-related stress on elementary school principals in an era of increased accountability and the impact stress has on the school climate. Further, this study offers school principals a repertoire of effective coping mechanisms that can be utilized to help reduce their perceived stress levels. Over the time of the study, it was repeatedly reported by the principal participants that their work stress had increased, which was found to have impacted their health as well as the school climate.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3358601
Subject Headings: Elementary school principals, Job stress, Stress management, Stress (Psychology), Burn out (Psychology), Educational leadership, Psychological aspects
Format: Document (PDF)

Title: Exploring the College Choice and Sense of Belonging of Haitian Students at a Highly Selective HBCU.
Creator: Pierre-Louis, Paul-Arthur, Laanan, Frankie Santos, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The growing Haitian population in the United States is directly affecting all institutions of higher education As institutions continue to diversify across the country, HBCUs are also responding to this trend According to Ricard and Brown (2008), HBCUs are changing in order to keep up with the growing demand of institutional diversity, and they recognize that having a diversified student body will make the institutions more competitive Although their historic mission focuses on educating...
Show moreThe growing Haitian population in the United States is directly affecting all institutions of higher education As institutions continue to diversify across the country, HBCUs are also responding to this trend According to Ricard and Brown (2008), HBCUs are changing in order to keep up with the growing demand of institutional diversity, and they recognize that having a diversified student body will make the institutions more competitive Although their historic mission focuses on educating Black students, there remains a gap in the literature on HBCUs on one of the largest Black groups in the United States: the Haitian immigrant In the literature, the Haitian population constitutes approximately 15% of the total US foreign-born population, and 15% of the total Black immigrant population in the US, behind Jamaicans at 18%, respectively Moreover, Haitians make up the fourth largest immigrant population from the Caribbean behind Cubans, Dominicans, and Jamaicans (Anderson, 2015) However, these numbers do not include the hundreds of thousands of Haitians who fled the Country after the devastating earthquake of 2010 nor the thousands of undocumented Haitian immigrants currently living in the US This qualitative phenomenological study sought to explore the college choice process of ten Haitian students who chose to attend a highly selective HBCU located in the Northeast region of the United States Moreover, this study sought to explore how these ten Haitian students developed a sense of belonging to the HBCU campus The primary methods for data collection included semi-structured one-on-one interviews, a demographic questionnaire, and artifact analysis Using the theoretical frameworks of Chapman’s (1981) Model of College Choice and Sense of Belonging, this study discovered the factors that influence Haitian students’ decision to attend a highly selective HBCU centers around family Moreover, this study discovered that Haitian students at a highly selective HBCU described their sense of belonging through various forms of relationships
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004751
Subject Headings: African American universities and colleges--United States, Minority college students--United States--Psychology, College choice--United States, Haitian Americans--Education (Higher), Motivation (Psychology), Student adjustment, College environment, Educational sociology
Format: Document (PDF)

Title: DIgital assist: comparison of two note-taking methods (traditional vs. digital pen) for students with emotional behavioral disorders.
Creator: Rody, Carlotta A., College of Education, Department of Exceptional Student Education
Abstract/Description: High school biology classes traditionally follow a lecture format to disseminate content and new terminology. With the inclusive practices of No Child Left Behind, the Common Core State Standards, and end-of-course exam requirement for high school diplomas, classes include a large range of achievement levels and abilities. Teachers assume, often incorrectly, that students come to class prepared to listen and take notes. In a standard diploma, high school biology class in a separate school for...
Show moreHigh school biology classes traditionally follow a lecture format to disseminate content and new terminology. With the inclusive practices of No Child Left Behind, the Common Core State Standards, and end-of-course exam requirement for high school diplomas, classes include a large range of achievement levels and abilities. Teachers assume, often incorrectly, that students come to class prepared to listen and take notes. In a standard diploma, high school biology class in a separate school for students with emotional and behavioral disorders, five students participated in a single-subject, alternating treatment design study that compared the use of regular pens and digital pens to take notes during 21 lecture sessions. Behavior measures were threefold between the two interventions: (a) quantity of notes taken per minute during lectures, (b) quantity of notes or notations taken during review pauses, and (c) percent of correct responses on the daily comprehension quizzes. ... However, the differences were minor, and recommendations are made for specific training in note-taking, the pause strategy, and digital pen fluency which may produce different results for both note-taking and quiz scores.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362580
Subject Headings: Study skills, Technological innovations, Note-taking, Technological innovations, Educational psychology, Problem children, Education, Behavior disorders in children, Behavioral assessment of children, Emotional problems of children
Format: Document (PDF)

Title: Third age adult English language learners in informal library settings.
Creator: Cassell, Mary Anne., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: There is little research-based and theoretical literature about adult education or English literacy classes in nonformal settings such as library literacy programs in the community (Mathews-Aydinli, 2008; McCook & Barber, 2002b). The purpose of this phenomenological case study was to explore the motivation, learning supports, learning barriers, and program change recommendations of Third Age Learners in a nonformal library ESOL setting. This study provides insight into the demographic...
Show moreThere is little research-based and theoretical literature about adult education or English literacy classes in nonformal settings such as library literacy programs in the community (Mathews-Aydinli, 2008; McCook & Barber, 2002b). The purpose of this phenomenological case study was to explore the motivation, learning supports, learning barriers, and program change recommendations of Third Age Learners in a nonformal library ESOL setting. This study provides insight into the demographic variable of linguistically-isolated Third Age English Language Learners (ELLs) participating in a library conversationally-based ESOL program. The results can guide libraries offering services, as well as those considering offering services to these customers (American Library Association [ALA], 2008a). Data collected included in-depth, face-to-face interviews, classroom observations, documents, learner and teacher essays, researcher journals, and analytic memos. The researcher coded all data with NVIv o 8 qualitative software then half of the data was coded with Atlas-TI 5 software by a second coder. A thematic analysis was completed in order to triangulate the data. The purposeful sample consisted of 21 participants at a Florida library adult ESOL program which included 11 learners and 10 teachers. The 11 learners were selected based on their ethnic background, predominantly those of Hispanic background. Eight learner findings and four teacher-perceived findings were identified in this study., The learner findings included: (a) to understand people at work; (b) to find or expand employment; (c) to practice conversation, pronunciation, listening, grammar and language rules; (d) to meet and get to know people; (e) assiduous teaching; (f) self-directed learning strategies support second language learning success; (g) more publicity, more classes, tutoring, language learning labs, study skills classes, and classroom management training; and (h) lack of family/community support and opportunities to practice English. Teacher-perceived findings mirrored learner findings (a) through (f) and (h), and included: (a) to increase teacher support, communications, and training; (b) to encourage the use of library resources: children's materials; language and music CDs; audiovisual materials, and Internet websites; (c) libraries are safe, supportive, and welcoming environments; and (d) how the give and take between learners and teachers is helpful to both. Discussion of the findings, conclusions, and recommendations are included.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3174503
Subject Headings: English language, Study and teaching, Foreign speakers, Minorities, Education, Language arts, Adult education, Self-actualization (Psychology) in middle age, Second language acquisition
Format: Document (PDF)

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