View All Items

Title: The Beliefs of Advanced Placement Teachers Regarding Equity and Access to Advanced Placement Courses: A Mixed-Methods Study.
Creator: Igualada, Mirynne, Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed methods study of teachers' beliefs about Advanced Placement (AP) equity and access policies occurred in Sunshine County School District, a large south Florida school district that had received accolades for leading the nation in access and equity in AP. Drawing on social reconstructionism, this study framed AP as an acceleration mechanism with the potential to increase students' prospects for social advancement. These policies have resulted in a more diverse classroom experience...
Show moreThis mixed methods study of teachers' beliefs about Advanced Placement (AP) equity and access policies occurred in Sunshine County School District, a large south Florida school district that had received accolades for leading the nation in access and equity in AP. Drawing on social reconstructionism, this study framed AP as an acceleration mechanism with the potential to increase students' prospects for social advancement. These policies have resulted in a more diverse classroom experience through nontraditional student participation in AP courses. The purpose of this embedded case study was to examine the relationship between beliefs held by AP teachers in regard to the implementation of equity and access policies, as well as to what extent these beliefs may support or hinder the execution of such policies and procedures. The study occurred in three phases and consisted of document analysis, a survey and interviews. Surveys collected from 176 AP teachers in the district yielded quantitative data on AP teachers' beliefs regarding equity and access and the subsequent implementation of equity and access policies. Qualitative data regarding beliefs surrounding equity and access policies and the potential challenges these policies may pose were collected through open-ended survey questions, document analysis, and interviews with eight teachers at two selected high schools representing the highest and the lowest access rates to AP in the district. The findings indicated that AP teachers support equity and access policies in AP. Despite these beliefs, there is evidence that such policies are not consistently implemented across schools and particularly in STEM-related content areas. The analysis of both quantitative and qualitative data led to the conclusion that the historic tension between elitism and equity that surrounds the AP program currently is fueled primarily through state accountability measures. Implications and suggestions for future research are related to policy changes regarding the revision of the state of Florida grading system and district-level procedural changes in relation to the design of school-based professional development and development of clear AP pathways that support access among underrepresented students.
Show less
Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004506, http://purl.flvc.org/fau/fd/FA00004506
Subject Headings: Academic achievement -- Florida, Advanced placement programs (Education), Critical pedagogy, Discrimination in education, Expectation (Psychology), High schools -- Curricula, Prediction of scholastic success
Format: Document (PDF)

Title: Historians of 19th Century Baseball: Exploring Their Experiences Regarding Their Avocation.
Creator: Berstler, Wade, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The following document offers a qualitative case study in the field of adult and community education from an educational leadership perspective using baseball as an adult learning tool. Relevant existing theories (adult education, lifelong learning, adult learners, and certain leadership practices) for successful facilitation of historical baseball research were examined. The study focused on a purposeful sample population upon which a pilot study was conducted, revealing the experiences of...
Show moreThe following document offers a qualitative case study in the field of adult and community education from an educational leadership perspective using baseball as an adult learning tool. Relevant existing theories (adult education, lifelong learning, adult learners, and certain leadership practices) for successful facilitation of historical baseball research were examined. The study focused on a purposeful sample population upon which a pilot study was conducted, revealing the experiences of adult self-directed learners who produce the seminal work in their field as an avocation. The findings of this study included, but are not limited to, the passionate approach the study group members have for their subject matter, their love of learning, and the self-directedness of nonformally trained research historians using baseball as an adult learning tool. The findings also revealed the group members belief in the academic worthiness of baseball history, and their willingness to share their work with others to advance the field.
Show less
Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004648
Subject Headings: Adult learning, Baseball -- United States -- History -- 19th century, Educational leadership, Experiential learning, Learning, Psychology of, Motivation in adult education, Transformational leadership
Format: Document (PDF)

Title: EFFECTIVE CITIZEN PARTICIPATION STRATEGIES FOR EDUCATIONAL LEADERS.
Creator: BARBER, DANIEL MAXFIELD, Florida Atlantic University, Kite, Robert H.
Abstract/Description: This study examined the effectiveness of citizen participation strategies occurring most frequently in the administration of educational programs. Determining the most frequently occurring citizen participation strategies required an exhaustive search of case studies noting the frequency of occurrence of the various strategies. A second search of the case studies yielded twenty critical criteria or issues which were frequently mentioned in the selection of a particular citizen participation...
Show moreThis study examined the effectiveness of citizen participation strategies occurring most frequently in the administration of educational programs. Determining the most frequently occurring citizen participation strategies required an exhaustive search of case studies noting the frequency of occurrence of the various strategies. A second search of the case studies yielded twenty critical criteria or issues which were frequently mentioned in the selection of a particular citizen participation strategy. Strategies found to occur most frequently were the public hearing, advisory committees, organizations and workshops. A panel of experts was randomly selected from a list of educational leaders with experience in citizen participation. A questionnaire was drafted, field tested and then mailed to each expert. It was found that educational leaders rank the advisory committee strategy as the most effective strategy followed by the workshop, organizations and public hearings. Another conclusion reached was that when specific criteria are suggested, the preferred strategy is subject to change based on the criteria and circunstance of the situation. The study further revealed that when a specific criteria or issue is weighted most heavily, the educational leaders identify different strategies as being most effective for the various circumstances. Differences in the frequencies of first choice responses within the demographic categories were also interpreted to be significant by the chi-square test.
Show less
Date Issued: 1974
PURL: http://purl.flvc.org/fcla/dt/11637
Subject Headings: Citizens' advisory committees in education, Stress (Psychology), Job stress
Format: Document (PDF)

Title: Why they leave: A study of Jewish day school administrators who left Jewish education.
Creator: Raab, Yaron Roni, Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description: The purpose of this study was to determine turnover trends of administrators in Florida's Jewish day schools, and to ascertain the reasons Jewish day school administrators leave the field despite the demand for professionals in that field. The study fills a gap in available data and research in this area, and helps shed light on a serious leadership crisis in Jewish education from the perspective of the administrators. A survey of documents and a series of interviews with school officials...
Show moreThe purpose of this study was to determine turnover trends of administrators in Florida's Jewish day schools, and to ascertain the reasons Jewish day school administrators leave the field despite the demand for professionals in that field. The study fills a gap in available data and research in this area, and helps shed light on a serious leadership crisis in Jewish education from the perspective of the administrators. A survey of documents and a series of interviews with school officials revealed that 105 administrative positions turned over in Florida's 36 Jewish day schools during the 1994-2004 school years. A third of those who left their positions opted to leave the field of day school administration entirely. Utilizing qualitative methodology, the researcher interviewed 11 of the administrators who left. The study found that day school administrators who leave the field are motivated and growth-oriented individuals who do not actualize their personal challenges in the field. Day school administrators who leave are disillusioned by what they find in the day school system, from the way administrators are treated by the various constituents of the school to the values under which the day school system operates. The study also found that there are no clear predictors of which administrators will leave the field; however, circumstances that lead to departure are similar.
Show less
Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12199
Subject Headings: Jewish day schools--Florida--Administration, Jewish religious education--Administration, School management and organization, Burn out (Psychology)
Format: Document (PDF)

Title: The analysis of barriers and motivators of early care and education English as a second language students enrolled in a state college customized ECE ESL course.
Creator: Franck, Edwiygh, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: An intrinsic case study was conducted to understand what helps Early Care and Education (ECE) English as a Second Language (ESL) students to enroll in a customized ECE ESL course at a local state college and what barriers may hinder their success in the course. This research examined whether the following were either motivators or barriers or both in ECE ESL participants enrolling in an ECE ESL customized course: course design and delivery, student support systems, student self-motivation,...
Show moreAn intrinsic case study was conducted to understand what helps Early Care and Education (ECE) English as a Second Language (ESL) students to enroll in a customized ECE ESL course at a local state college and what barriers may hinder their success in the course. This research examined whether the following were either motivators or barriers or both in ECE ESL participants enrolling in an ECE ESL customized course: course design and delivery, student support systems, student self-motivation, student self- efficacy, time and schedule commitment, instructor and student relationship, availability of resources, and level of classroom involvement. The results revealed that the students were highly motivated to enroll and complete the course successfully. Across the board, there was (1) a sense of gratitude from the participants for being afforded an opportunity to learn the English language, (2) evidence of knowledge of their future goals, and (3) their knowledge that learning English was their first step in achieving their goals.
Show less
Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004369, http://purl.flvc.org/fau/fd/FA00004369
Subject Headings: Education, Bilingual, Educational psychology, English language -- Study and teaching -- Foreign speakers, English language -- Study and teaching as a second language, Language teachers, Training of, Motivation in education, Second language acquisition
Format: Document (PDF)

Title: Children's adaptave strategies in a tool use task.
Creator: Weinstein, Allison., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Problem solving and strategy adaptation was assessed in 47 children ranging from 36 to 67 months. This was evaluated through problem sets in which participants were given tools that failed to reach given goal states, and then instructed to select appropriate tools in order to reach desired results. Analyses revealed that when participants were given a choice of tools to solve a given problem, they were more likely to select a correct tool when options were similar in function and appearance....
Show moreProblem solving and strategy adaptation was assessed in 47 children ranging from 36 to 67 months. This was evaluated through problem sets in which participants were given tools that failed to reach given goal states, and then instructed to select appropriate tools in order to reach desired results. Analyses revealed that when participants were given a choice of tools to solve a given problem, they were more likely to select a correct tool when options were similar in function and appearance. Additionally, participants were more likely to verbalize the need for a new tool when there was a lack of novel tool choices. However, the presence of a novel tool choice was linked to longer problem solving time. Findings are congruent with literature that suggests children possess the ability to select tools based on functional, not superficial, qualities, and can be easily distracted by the presence of novel stimuli.
Show less
Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3356896
Subject Headings: Learning, Psychology of, Educational tests and measurements, Cognition in children, Cognitive styles in children, Human information processing in children, Individual differences in children
Format: Document (PDF)

Title: Academic task avoidance and achievement as predictors of peer status during the early primary school years.
Creator: Richmond, Ashley D., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Given the diverse and substantial developmental outcomes associated with low peer acceptance, it is important to research its potential predictors. However, the developmental antecedents are not likely restricted to simple, one-lagged links within the same domain. Rather, peer status may stem from a developmental sequence of effects across several domains, particularly across those that develop at the same time and in the same environment as peer status. A developmental cascade model is best...
Show moreGiven the diverse and substantial developmental outcomes associated with low peer acceptance, it is important to research its potential predictors. However, the developmental antecedents are not likely restricted to simple, one-lagged links within the same domain. Rather, peer status may stem from a developmental sequence of effects across several domains, particularly across those that develop at the same time and in the same environment as peer status. A developmental cascade model is best used to capture sequential changes over time, across multiple domains, and during sensitive periods of development Academic motivation and achievement likely exemplify predictors that would affect peer status sequentially over time during the early primary school years. This study examined the developmental cascade of task avoidance, academic achievement, and peer acceptance using a sample of 545 (311 boys, 234 girls) Finnish students in the 1st through 4th grade (M = 7.67, SD = 0.31 years old at the outset).
Show less
Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004402, http://purl.flvc.org/fau/fd/FA00004402
Subject Headings: Achievement motivation in children, Adjustment (Psychology), Classroom management, Emotions in chiidren, Interpersonal relations in children, Motivation in education, Peer motivation in children, Procrastination -- Research, Student adjustment
Format: Document (PDF)

Title: The emotional experience of language in English Spanish bilinguals.
Creator: Velez Uribe, Idaly, Rosselli, Monica, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Bilinguals commonly report experiencing emotions differently depending on which language are they speaking. Emotionally loaded words were expected to be appraised differently in first versus second language in a sample of Spanish-English bilinguals (n=117). English (L2) ratings were subtracted from Spanish (L1) ratings; the resulted scores were used as dependent variable in the analyses. Three categories of words (positive, negative and taboo) were appraised in both languages (English and...
Show moreBilinguals commonly report experiencing emotions differently depending on which language are they speaking. Emotionally loaded words were expected to be appraised differently in first versus second language in a sample of Spanish-English bilinguals (n=117). English (L2) ratings were subtracted from Spanish (L1) ratings; the resulted scores were used as dependent variable in the analyses. Three categories of words (positive, negative and taboo) were appraised in both languages (English and Spanish)and two sensory modalities (Visual and auditory). The differences in valence scores in Spanish (L1) and English (L2) were expected to be significantly higher when presented aurally than when presented visually. Additionally, taboo words were expected to yield larger differential scores than negative and positive words. The 2 X 3 general linear model (GLM) revealed no significant effect of sensory modality but a significant effect of word type. Additional analyses of the influence of language and sensory modality within each word category resulted in significant differences in ratings between languages. Positive word ratings were higher (more positive) in English than in Spanish.
Show less
Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004417
Subject Headings: Bilingualism -- Psychological aspects, Education, Bilingual, Emotions, English language -- Study and teaching -- Foreign speakers, English language -- Study and teaching as a second language, Psycholinguistics, Second language acquisition
Format: Document (PDF)

Title: The war within houses.
Creator: Boles, Hillary., Dorothy F. Schmidt College of Arts and Letters, Department of English
Abstract/Description: This work of creative nonfiction is meant to explore the effects of combat-related post-traumatic stress disorder in American war veterans and their families. As a work of blended literary journalism and memoir, the author interviewed afflicted veterans from World War II to the current Iraq and Afghanistan wars, included scholarly research, and reflected on how her father's dealings with the disorder have affected her family.
Date Issued: 2009
PURL: http://purl.flvc.org/FAU/187205
Subject Headings: Symbolism in literature, Post-traumatic stress disorder, Patients, Family relationships, Reportage literature, Technique, Creative writing (Higher education), Veterans, Mental health, War, Psychological aspects
Format: Document (PDF)

Title: Reading strategies in secondary social studies: teacher reported practice and professional development.
Creator: Newstreet, Carmen L., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This quantitative study investigated the relationship between high school social studies teachers' reading professional development through Project CRISS: Creating Independence through Student-Owned Strategies (CRISS) and the implementation of active reading strategies in the classroom. Quantitative data were collected through an online survey in order to provide a comprehensive picture of high school social studies teachers' self-reported classroom practices relating to the use of active...
Show moreThis quantitative study investigated the relationship between high school social studies teachers' reading professional development through Project CRISS: Creating Independence through Student-Owned Strategies (CRISS) and the implementation of active reading strategies in the classroom. Quantitative data were collected through an online survey in order to provide a comprehensive picture of high school social studies teachers' self-reported classroom practices relating to the use of active prereading, during-reading, and postreading strategies. Additionally, the survey asked teachers to self-report their observations of student independent implementation of the same active reading strategies. These data were used to provide an in-depth look that expanded on high school social studies teachers' self-reported classroom practices relating to reading. The results of this study indicated that there was no significant relationship between teachers' reading professional development through CRISS and their self-reported classroom practices in the implementation of active pre-, during, and postreading strategies. Further findings indicated no significant relationship between teachers' reading professional development through CRISS and their self-reported observations of student independent implementation of the same active reading strategies. Lastly, there were no correlations that indicated that years teaching in the classroom moderated these relationships. Implications and suggestions for future research were offered for future reading professional development for secondary teachers and educational researchers who intend to utilize survey instruments.
Show less
Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3333061
Subject Headings: Social studies, Study and teaching (Secondary), Reading, Psychology of, Teacher effectiveness, Achievement in education, Content area reading, Reading comprehension, Reading (Secondary)
Format: Document (PDF)

Title: Specific and non-specific cognitive operations as language options for memory questions: AnfMRI study.
Creator: Jantzen, McNeel Gordon., Florida Atlantic University, Ashworth, Sara
Abstract/Description: In order for memory questions to accomplish the goals of questions, teachers need to determine specific content and cognitive goals for each question so that questions can direct learners' attention and reinforce an organizational structure for the encoding of information. The purpose of this study was to examine the language used in memory questions for assessment purposes and to examine whether different language options used when formulating memory questions engaged brain areas related to...
Show moreIn order for memory questions to accomplish the goals of questions, teachers need to determine specific content and cognitive goals for each question so that questions can direct learners' attention and reinforce an organizational structure for the encoding of information. The purpose of this study was to examine the language used in memory questions for assessment purposes and to examine whether different language options used when formulating memory questions engaged brain areas related to memory and cognition. The language of the questions can affect the cognitive process by which the answer is derived. The two language options that affect cognitive processes are non-specific and specific. This study supplements teachers' working knowledge of the methods and techniques for questioning by providing a basic understanding of cognitive processes that different questions can evoke. This study used techniques from neuroscience to test hypotheses derived directly from education-based theories of cognition in order to validate educational theory. Neuroscience provides knowledge about how the brain senses, processes, stores, and retrieves information. It also provides findings that can be translated into practical applications for the classroom. Therefore, the relationship between education and neuroscience contributes to effective planning, practices, and assessment; it allows a more comprehensive understanding of the difficulties and apprehensions associated with learning. The following study utilized fMRI to answer the general question of the relationship between the memory processes associated with specific and non-specific questions. Seventeen undergraduate and graduate students from a university in South Florida served as subjects. Subjects were presented with a stimulus consisting of specific questions, non-specific questions, and control statements. All questions/statements followed the design of 8 seconds to read the question/statement, 10 seconds to "think" about the answer to the question or the material presented in the statement, 4 seconds for response using a "yes" or "no" button, and a 12 second rest period. Images collected were analyzed using AFNI. Specific cognitive operations improved efficiency for the retrieval of information from memory. Results elucidate differences in neural activity associated with encoding processes and the retrieval of information from memory based on the language used in specific and non-specific questions.
Show less
Date Issued: 2004
PURL: http://purl.flvc.org/fau/fd/FADT12115
Subject Headings: Cognitive learning, Education--Effect of technological innovations on, Experiential learning, Brain--Psychophysiology, Learning--Physiological aspects, Recollection (Psychology), Memory
Format: Document (PDF)

Title: A comparison of the Boston Naming Test and Miami Naming Test in an Afro-Caribbean population over the age of 55.
Creator: Keane, Florence., Florida Atlantic University, Tappen, Ruth M.
Abstract/Description: The Boston Naming Test (60 items) and the newly developed Miami Naming Test (76 items) are designed to assess naming deficits and word-retrieval capacities. These two tests were compared in a sample of 106 Afro-Caribbean elders. Analysis included inter-rater, test-retest reliability and internal consistency using Cronbach's alpha. The correlation between the scores of both raters on the Boston Naming Test was r=.9974 and r=.9984 on the Miami Naming Test. The test-retest reliability scores...
Show moreThe Boston Naming Test (60 items) and the newly developed Miami Naming Test (76 items) are designed to assess naming deficits and word-retrieval capacities. These two tests were compared in a sample of 106 Afro-Caribbean elders. Analysis included inter-rater, test-retest reliability and internal consistency using Cronbach's alpha. The correlation between the scores of both raters on the Boston Naming Test was r=.9974 and r=.9984 on the Miami Naming Test. The test-retest reliability scores were r=.936 for the Boston Naming Test and r=.931 for the Miami Naming Test. The alpha level for the Miami Naming Test was .95 and the Boston Naming Test was .94. The individual items for both tests were evaluated for their level of difficulty and the scores on the Miami Naming Test were compared to the Boston Naming Test and the Mini Mental State Exam results. Results indicated acceptable levels of reliability for both the Boston Naming Test and the Miami Naming Test. This study shed light on which items should be replaced or deleted and future directions for research on assessment of dementia on older adults of Afro-Caribbean background. This study was supported by Minority Supplement grant #NR07744-01 and was guided by design of the parent grant Culture Bias in Expressive Ability in Dementia funded by the National Institute of Nursing research.
Show less
Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12178
Subject Headings: Language and languages--Examinations--Research, Aging--Psychological aspects, Medical care--Needs assessment, Dementia--Research--Cross-cultural studies, Educational tests and measurements
Format: Document (PDF)

Title: Perceptions of Academic Resilience Among Teachers and Twelfth Grade Adolescent Girls.
Creator: Obrien, Alise, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This qualitative research study explored perceptions of academic resilience among teachers and twelfth grade adolescent girls. Specifically, how students and teachers believe teachers promote academic resilience in students, the characteristics of academically resilient students according to students and teachers, and the characteristics of academically non-resilient students according to teachers. The relationship between the general comments made during student focus group sessions and the...
Show moreThis qualitative research study explored perceptions of academic resilience among teachers and twelfth grade adolescent girls. Specifically, how students and teachers believe teachers promote academic resilience in students, the characteristics of academically resilient students according to students and teachers, and the characteristics of academically non-resilient students according to teachers. The relationship between the general comments made during student focus group sessions and the students' responses on the Locus of Control (LOC) survey were analyzed. Qualitative data were collected including teacher interviews, student focus groups, Implicit Theories of Intelligence Scales for teachers and students as well as the Nowicki-Strickland Locus of Control Survey for students. Findings indicated that teachers and students both reported teachers who were flexible and provided extra help sessions for students promoted academic resilience. It also was reported by teachers and students that developing personal relationships with students helped to promote academic resilience. Teachers and students reported similar characteristics of academically resilient students. Characteristic behaviors of academic resilient students were identified as having ambition or being motivated to be successful. Having a positive attitude and having the ability to be reflective also were identified as characteristic of academic resilience. Finally, teachers and students agreed that having a strong internal locus of control is characteristic of academic resilience.
Show less
Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004529, http://purl.flvc.org/fau/fd/FA00004529
Subject Headings: Academic achievement -- United States, Belief and doubt, Communication in learning and scholarship, Educational leadership, Motivation in education -- United States, Resilience (Personality trait) in adolescence, Success -- Psychological aspects
Format: Document (PDF)

Title: Use of multisensory therapy by adolescents with co-occurring autism and profound intellectual disability.
Creator: Leichner, Jared., Harriet L. Wilkes Honors College
Abstract/Description: The education of profoundly intellectually disabled individuals requires identifying motivators to help them learn basic tasks and skills. When these individuals also suffer from Autism Spectrum Disorder, one promising method of therapy, multisensory therapy, has been shown to relax patients, facilitating the educational process. Relaxation drastically minimizes maladaptive behaviors such as repetitive movement (stereotypy) and self-injury, allowing the participant to learn efficiently. In...
Show moreThe education of profoundly intellectually disabled individuals requires identifying motivators to help them learn basic tasks and skills. When these individuals also suffer from Autism Spectrum Disorder, one promising method of therapy, multisensory therapy, has been shown to relax patients, facilitating the educational process. Relaxation drastically minimizes maladaptive behaviors such as repetitive movement (stereotypy) and self-injury, allowing the participant to learn efficiently. In this study, a multi-axis measure was developed to determine behavioral differences between an experimental group that underwent the therapy and a control group that performed a functional task in their classroom. Stereotypic behaviors were significantly reduced and gaze focus was enhanced within the therapy. The significance of these effects carried over when participants were returned to their classroom.
Show less
Date Issued: 2010
PURL: http://purl.flvc.org/FAU/3335109
Subject Headings: Autism in adolescents, Therapy, Children with disabilities, Development, Autistic children, Behavior modification, Social skills in children, Behavior therapy for children, Children with disabilities, Education, Language arts, Relaxation (Methodology), Behaviorism (Psychology)
Format: Document (PDF)

Title: An interactive system to enhance social and verbal communication skills of children withautism spectrum disorders.
Creator: Minan, Maria Jose, Huang, Shihong, Florida Atlantic University, College of Engineering and Computer Science, Department of Computer and Electrical Engineering and Computer Science
Abstract/Description: Affecting one in every 68 children, Autism Spectrum Disorder (ASD) is one of the fastest growing developmental disabilities. Scientific research has proven that early behavioral intervention can improve learning, communication, and social skills. Similarly, studies have shown that the usage of of-the-shelf technology boosts motivation in children diagnosed with ASD while increasing their attention span and ability to interact socially. Embracing perspectives from different fields of study can...
Show moreAffecting one in every 68 children, Autism Spectrum Disorder (ASD) is one of the fastest growing developmental disabilities. Scientific research has proven that early behavioral intervention can improve learning, communication, and social skills. Similarly, studies have shown that the usage of of-the-shelf technology boosts motivation in children diagnosed with ASD while increasing their attention span and ability to interact socially. Embracing perspectives from different fields of study can lead to the development of an effective tool to complement traditional treatment of those with ASD. This thesis documents the re-engineering, extension, and evolu- tion of Ying, an existing web application designed to aid in the learning of autistic children. The original methodology of Ying combines expertise from other research areas including developmental psychology, semantic learning, and computer science. In this work, Ying is modifed to incorporate aspects of traditional treatment, such as Applied Behavior Analysis. Using cutting-edge software technology in areas like voice recognition and mobile device applications, this project aspires to use software engineering approaches and audio-visual interaction with the learner to enhance social behavior and reinforce verbal communication skills in children with ASD, while detecting and storing learning patterns for later study.
Show less
Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004306, http://purl.flvc.org/fau/fd/FA00004306
Subject Headings: Autism spectrum disorders in children -- Treatment -- Technological innovations, Children with autism spectrum disorders -- Education -- Technological innovations, Communication disorders in children -- Treatment -- Technological innovations, Computers and people with disabilities, Learning, Psychology of, Optical pattern recognition
Format: Document (PDF)

Title: Teacher Perspectives on The Marzano Teacher Evaluation Model during year one of Implementation.
Creator: Wilkins, Bryan L., Mountford, Meredith L., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This qualitative study described teachers’ perspectives of The Marzano Teacher Evaluation Model during the first year of its implementation. Further, this study examined the relationship between teachers and their administrators during implementation. The researcher’s goal was to examine how teachers changed their behavior as the result of the first year following the implementation of The Marzano Teacher Evaluation Model.
Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004810, http://purl.flvc.org/fau/fd/FA00004810
Subject Headings: Marzano, Robert J.--Art and sciene of teaching--Criticism and interpretation., Effective teaching., Teachers--Rating of., Teacher effectiveness., Teaching--Aids and devices., Learning, Psychology of., Educational evaluation.
Format: Document (PDF)

Title: Aggression and prosocial behavior predict changes in perceptions of friendship quality in primary and middle school students.
Creator: Shawcross, Lauren, Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: This study examines whether aggression and prosocial behavior shape changes in perceptions of friendship quality within stable reciprocal best friend dyads. A longitudinal Actor-Partner Interdependence Model was used to investigate whether individual characteristics predict changes 6 to 12 weeks later in perceptions of relationship support and negativity. The sample included 76 same-sex dyads drawn from classrooms in grades 4 (M = 9.48 years) through 6 (M= 11.43 years) in two public schools...
Show moreThis study examines whether aggression and prosocial behavior shape changes in perceptions of friendship quality within stable reciprocal best friend dyads. A longitudinal Actor-Partner Interdependence Model was used to investigate whether individual characteristics predict changes 6 to 12 weeks later in perceptions of relationship support and negativity. The sample included 76 same-sex dyads drawn from classrooms in grades 4 (M = 9.48 years) through 6 (M= 11.43 years) in two public schools in the United States.
Show less
Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004408, http://purl.flvc.org/fau/fd/FA00004408
Subject Headings: Friendship in adolescence, Friendship in children, Interaction analysis in education, Interpersonal relations in adolescence, Interpersonal relations in children, Social perceptions in adolescence, Social perceptions in children, Social psychology, Social skills -- Study and teaching (Elementary), Social skills -- Study and teaching (Middle school)
Format: Document (PDF)

FAU Theses and Dissertations (75)	+ -
FAU College Collections (1)	+ -
Honors Student Theses (1)	+ -

Learning, Psychology of (12)	+ -
Psychological aspects (10)	+ -
Educational tests and measurements (7)	+ -
Motivation in education (7)	+ -
Education (6)	+ -

Educational leadership (6)	+ -
Educational psychology (6)	+ -
Academic achievement (5)	+ -
Achievement in education (5)	+ -
Educational sociology (5)	+ -
Experiential learning (5)	+ -
Education, Educational Psychology (4)	+ -
Educational counseling (4)	+ -
Adjustment (Psychology) (3)	+ -
Adolescent psychology (3)	+ -
Developmental psychology (3)	+ -
Interaction analysis in education (3)	+ -
Physical education and training (3)	+ -
Second language acquisition (3)	+ -
Student adjustment (3)	+ -
Academic achievement--Psychological aspects (2)	+ -
Adjustment (Psychology) in children (2)	+ -
Adult learning (2)	+ -
Attitude (Psychology) (2)	+ -
Behavior modification (2)	+ -
Burn out (Psychology) (2)	+ -
Cognition in children (2)	+ -
Constructivism (Education) (2)	+ -
Control (Psychology) (2)	+ -
Critical pedagogy (2)	+ -

United States (6)	+ -
Community and school--United States (1)	+ -
School administrators--Florida (1)	+ -

Electronic Thesis or Dissertation (75)	+ -
thesis (1)	+ -

Search In

Pages

Pages

Sort Results By:

Narrow results by:

Collection

Topical Subject

Geographic Subject

Title as Subject

Genre

Type of Resource

Language

Creator

Format

Owner