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Title: The role of the individual in history.
Creator: Plekhanov, Georgii Valentinovich
Date Issued: 1940, 1898
PURL: http://purl.flvc.org/fcla/DT/369174
Subject Headings: Individualism., History --Philosophy., Socialism.
Format: Document (PDF)

Title: The integrity of the individualism-collectivism cultural syndromes under conditions of social change.
Creator: Santiago, Jose Hiram., Florida Atlantic University, Tarantino, Santo J.
Abstract/Description: This study was an attempt to examine the validity of the view that the constructs of individualism and collectivism (I-C) are coherent "cultural syndromes." It was hypothesized that different "probes" of these syndromes within the psychological domain of attribution patterns could show divergent I-C characters in a culture under conditions of social change. Ninety-eight university students from the United States and Puerto Rico were administered the Singelis, Triandis, Bhawuk, and Gelfand I-C...
Show moreThis study was an attempt to examine the validity of the view that the constructs of individualism and collectivism (I-C) are coherent "cultural syndromes." It was hypothesized that different "probes" of these syndromes within the psychological domain of attribution patterns could show divergent I-C characters in a culture under conditions of social change. Ninety-eight university students from the United States and Puerto Rico were administered the Singelis, Triandis, Bhawuk, and Gelfand I-C Scale, Rotter's I-E Scale, and Miller and Luthar's (1989) justice-related moral accountability vignettes. Contrary to expectation, the Puerto Rican sample was found to be less external in locus of control than the United States sample, and there were no cultural differences in moral accountability. In addition, no strong relationships were found among the variables at the individual level of analysis. Possible causes for these results discussed are sample unrepresentativeness, the non-equivalence of the levels of analysis, and social change.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/15684
Subject Headings: Individualism, Collectivism, Social change
Format: Document (PDF)

Title: Pierre Chardon : sa vie, son action, sa pensée.
Creator: Chardon, Pierre., Armand, E., Bizeau, Eugène., Moreau, L., ; (Illustrator)
Date Issued: 1928
PURL: http://purl.flvc.org/fcla/dt/3361834
Subject Headings: Individualism., Anarchism and anarchists -- France.
Format: Document (PDF)

Title: Essays in Return Predictability After Large Price Shocks.
Creator: Brady, Kevin P., Garcia-Feijoo, Luis, Florida Atlantic University, College of Business, Department of Finance
Abstract/Description: In Essay 1, I use cross-country differences in investors’ traits — trust, patience, overconfidence, and risk tolerance — to test the underreaction, overreaction, and uncertain information theories of stock returns. I find that investors’ reactions to large daily stock price shocks vary between lower and higher levels of these traits. Specifically, investors with lower levels of trust and more patience underreact more (or overreact less) to price shocks, which aligns with the predictions of...
Show moreIn Essay 1, I use cross-country differences in investors’ traits — trust, patience, overconfidence, and risk tolerance — to test the underreaction, overreaction, and uncertain information theories of stock returns. I find that investors’ reactions to large daily stock price shocks vary between lower and higher levels of these traits. Specifically, investors with lower levels of trust and more patience underreact more (or overreact less) to price shocks, which aligns with the predictions of the underreaction hypothesis. Investors with higher levels of overconfidence overreact more to positive price shocks and overreact less to negative price shocks. While this finding does not conform exactly to the predictions of the overreaction hypothesis, it is consistent with more refined theories of how overconfidence affects asset prices. Investors less tolerant of risk overreact less to positive price shocks. I also find that differences in institutional characteristics affect over/underreaction. Specifically, there is less overreaction in countries with stronger investor protections and less insider trading. Additionally, the ability to sell short is associated with more overreaction to negative shocks and less overreaction to positive shocks. In Essay 2, I investigate whether publicly available information (PAI) affects over/underreaction according to predictions of several theoretical models, and then I test if differences in investors’ traits modifies the association between publicly available information and returns. After identifying and correcting for a methodological issue in some prior research, I show that in a pooled international sample of stocks, investors overreact to price shocks not accompanied by information, and also overreact (or react efficiently in some models) to information-based price shocks. I find that the effect of PAI on returns is not the same in each country, which motivates my tests on how this variability relates to differences in investor traits. My results show that investors with higher trust tend to overreact less to shocks accompanied by PAI, while investors less tolerant of risk underreact to positive price shocks. Additionally, investors with higher overconfidence and self-attribution bias overreact more to positive price shocks, but less to negative price shocks, in accordance with behavioral theories.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013153
Subject Headings: Investors, Securities--Prices, Individual investors--Attitudes
Format: Document (PDF)

Title: The relationship between well-being and social interaction with friends, family, and spouses in older adults.
Creator: Green, Laura Rae, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The purpose of the present study was to explore several questions about the relationship between well-being and social interaction in a sample of older adults. The primary question involved the relationship between three components of well-being--life satisfaction, positive affect, and negative affect--and quality and quantity of social interaction. It was found that social interaction variables correlated differently with affective and cognitive components of well-being, with quality of...
Show moreThe purpose of the present study was to explore several questions about the relationship between well-being and social interaction in a sample of older adults. The primary question involved the relationship between three components of well-being--life satisfaction, positive affect, and negative affect--and quality and quantity of social interaction. It was found that social interaction variables correlated differently with affective and cognitive components of well-being, with quality of social interaction being associated with higher life satisfaction, and social quantity of interaction being associated with higher positive affect. These relationships were stronger for interactions with friends than for interactions with family members. Quality of social interaction with spouse was also related to well-being.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12545
Subject Headings: Gerontology, Psychology, Social, Psychology, Developmental, Sociology, Individual and Family Studies
Format: Document (PDF)

Title: Infants' perception of synthetic-like multisensory relations.
Creator: Minar, Nicholas J., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Studies have shown that human infants can integrate the multisensory attributes of their world and, thus, have coherent perceptual experiences. Multisensory attributes can either specify non-arbitrary (e.g., amodal stimulus/event properties and typical relations) or arbitrary properties (e.g., visuospatial height and pitch). The goal of the current study was to expand on Walker et al.'s (2010) finding that 4-month-old infants looked longer at rising/falling objects when accompanied by rising...
Show moreStudies have shown that human infants can integrate the multisensory attributes of their world and, thus, have coherent perceptual experiences. Multisensory attributes can either specify non-arbitrary (e.g., amodal stimulus/event properties and typical relations) or arbitrary properties (e.g., visuospatial height and pitch). The goal of the current study was to expand on Walker et al.'s (2010) finding that 4-month-old infants looked longer at rising/falling objects when accompanied by rising/falling pitch than when accompanied by falling/rising pitch. We did so by conducting two experiments. In Experiment 1, our procedure matched Walker et al.'s (2010) single screen presentation while in Experiment 2 we used a multisensory paired-preference procedure. Additionally, we examined infants' responsiveness to these synesthetic-like events at multiple ages throughout development (four, six, and 12 months of age). ... In sum, our findings indicate that the ability to match changing visuospatial height with rising/falling pitch does not emerge until the end of the first year of life and throw into doubt Walker et al.'s (2010) claim that 4-month-old infants perceive audiovisual synesthetic relations in a manner similar to adults.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362552
Subject Headings: Cognition in children, Individual differences in children, Infant psychology, Infants, Development, Perception in infants, Intersensory effects
Format: Document (PDF)

Title: Building the family network: A community is born.
Creator: Petit, Robin Cecilie, Florida Atlantic University, Christine E. Lynn College of Nursing
Abstract/Description: This research study is a description of the meaning of membership in a network of families affected by HIV-AIDS. Four network members were interviewed using a phenomenological approach to guide the inquiry. Narrative descriptions were generated which revealed six essential themes. They were: "Reaching Out to Each Other", "Building a Foundation", "Sharing Hope", "Growing Stronger", "Respecting and Accepting", and "Belonging Together." One Metatheme emerged "Building a Community." The...
Show moreThis research study is a description of the meaning of membership in a network of families affected by HIV-AIDS. Four network members were interviewed using a phenomenological approach to guide the inquiry. Narrative descriptions were generated which revealed six essential themes. They were: "Reaching Out to Each Other", "Building a Foundation", "Sharing Hope", "Growing Stronger", "Respecting and Accepting", and "Belonging Together." One Metatheme emerged "Building a Community." The implications for nursing practice, education and research are discussed.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/15348
Subject Headings: Psychology, Social, Health Sciences, Nursing, Health Sciences, Public Health, Sociology, Individual and Family Studies
Format: Document (PDF)

Title: The influence of parenting practices on ethnic identity and social and academic outcomes.
Creator: Williams, Vickie Annette, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The present study examined the relation between parenting practices and adolescent ethnic identity, behavior problems, and academic achievement. Four hundred and sixty-nine adolescents completed questionnaires assessing perceptions of parenting, ethnic identity, and social adjustment. Grades and achievement scores were obtained from participating schools. The study addressed four aims: (1) Examine the relation between parenting practices and adolescent outcomes; (2) Examine the relation...
Show moreThe present study examined the relation between parenting practices and adolescent ethnic identity, behavior problems, and academic achievement. Four hundred and sixty-nine adolescents completed questionnaires assessing perceptions of parenting, ethnic identity, and social adjustment. Grades and achievement scores were obtained from participating schools. The study addressed four aims: (1) Examine the relation between parenting practices and adolescent outcomes; (2) Examine the relation between parenting practices and ethnic identity; (3) Examine the relation between ethnic identity and adolescent outcomes; and (4) Explore whether these associations vary across ethnic groups. It was hypothesized that parenting practices would influence adolescent outcomes similarly regardless of ethnicity. Specifically, it was hypothesized that parental involvement, autonomy granting, and strictness/supervision would be associated with fewer behavior problems and higher school grades for African Americans, Anglo Americans, and Cuban Americans. Additionally, it was expected that parental strictness/supervision, autonomy granting, and involvement would predict ethnic identity for African Americans and Cuban Americans, but not Anglo Americans. Finally, it was expected that ethnic identity would be associated with outcomes for African Americans and Cuban Americans, but not Anglo Americans. The findings revealed that parenting practices were associated with adolescent outcomes for African Americans, Anglo Americans, and Cuban Americans. For African Americans, strict parenting was negatively related to behavior problems, but unrelated to academic achievement. Parental autonomy granting was negatively related to behavior problems. For Anglo Americans and Cuban Americans, parental strictness/supervision, autonomy granting, and involvement were negatively related to behavior problems. Parental autonomy granting and strictness/supervision were positively related to academic achievement for Anglo Americans, but unrelated to academic achievement among Cuban Americans. Parenting practices predicted ethnic identity for Cuban Americans, but not African Americans or Anglo Americans. Ethnic identity was related to behavior problems for African Americans, but it was unrelated to Cuban American and Anglo American adolescent outcomes. The findings from this study provide insight into the unique contribution of parenting practices and ethnic identity to adolescent behavior problems and academic achievement. As expected, parenting practices were associated with adolescent outcomes, and similarities rather than differences characterized these associations in the three ethnic groups. Ethnic identity was related to adolescent outcomes with variations as a function of ethnicity. A central focus of this study was to distinguish parenting practices from parenting styles. This distinction is key when attempting to identify specific parental behaviors that contribute to adolescent adaptation. Changing demographics underscore the need for continued study of how parenting practices and ethnic identity influence adaptation among adolescents from diverse ethnic backgrounds.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12605
Subject Headings: Psychology, Social, Psychology, Developmental, Sociology, Individual and Family Studies, Sociology, Ethnic and Racial Studies
Format: Document (PDF)

Title: Multisensory Cues Facilitate Infants’ Ability to Discriminate Other-Race Faces.
Creator: Minar, Nicholas J., Bjorklund, David F., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Our everyday world consists of people and objects that are usually specified by dynamic and concurrent auditory and visual attributes, which is known to increase perceptual salience and, therefore, facilitate learning and discrimination in infancy. Interestingly, early experience with faces and vocalizations has two seemingly opposite effects during the first year of life, 1) it enables infants to gradually acquire perceptual expertise for the faces and vocalizations of their own race and, 2)...
Show moreOur everyday world consists of people and objects that are usually specified by dynamic and concurrent auditory and visual attributes, which is known to increase perceptual salience and, therefore, facilitate learning and discrimination in infancy. Interestingly, early experience with faces and vocalizations has two seemingly opposite effects during the first year of life, 1) it enables infants to gradually acquire perceptual expertise for the faces and vocalizations of their own race and, 2) it narrows their ability to discriminate the faces of other-race faces (Kelly et al., 2007). It is not known whether multisensory redundancy might help older infants overcome the other-race effect reported in previous studies. The current project investigated infant discrimination of dynamic and vocalizing other-race faces in younger and older infants using habituation and eye-tracking methodologies. Experiment 1 examined 4-6 and 10-12-month-old infants' ability to discriminate either a native or non-native face articulating the syllable /a/. Results showed that both the 4-6- and the 10-12-month-olds successfully discriminated the faces,regardless of whether they were same- or other-race faces. Experiment 2 investigated the contribution of auditory speech cues by repeating Experiment 1 but in silence. Results showed that only the 10-12-month-olds tested with native-race faces successfully discriminated them. Experiment 3 investigated whether it was speech per se or sound in general that facilitated discrimination of the other-race faces in Experiment 1 by presenting a synchronous, computer-generated "boing" sound instead of audible speech cues. Results indicated that the 4-6-month olds discriminated both types of faces but that 10-12-month-olds only discriminated own-race faces. These results indicate that auditory cues, along with dynamic visual cues, can help infants overcome the effects of previously reported narrowing and facilitate discrimination of other-race static, silent faces. Critically, our results show that older infants can overcome the other race-effect when dynamic faces are accompanied by speech but not when they are accompanied by non- speech cues. Overall, a generalized auditory facilitation effect was found as a result of multisensory speech. Moreover, our findings suggest that infants' ability to process other- race faces following perceptual narrowing is more plastic than previously thought.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004525
Subject Headings: Cognition in children, Individual differences in children, Infant psychology, Infants -- Development, Intersensory effects, Perception in infants
Format: Document (PDF)

Title: Differential effects of assessment report type on special educators' recommendations regarding identification of goals and choice of intervention.
Creator: Zinkil, Susan S., Florida Atlantic University, Taylor, Ronald L.
Abstract/Description: There has been a substantial amount of research supporting the use of functional behavioral assessment (FBA) for students with severe to profound disabilities. Many of the studies with these populations have shown to greatly impact the behavior of students when FBA-generated interventions, which match the function of the targeted behavior, are used to improve behavior. This research was the basis for the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA), which...
Show moreThere has been a substantial amount of research supporting the use of functional behavioral assessment (FBA) for students with severe to profound disabilities. Many of the studies with these populations have shown to greatly impact the behavior of students when FBA-generated interventions, which match the function of the targeted behavior, are used to improve behavior. This research was the basis for the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA), which specifically requires the use of the FBA to generate educative, positively-based interventions. Since IDEA '97, research has shown the effective use of the FBA to create interventions matching the function of the problem behavior for students with milder disabilities. This is promising as research has been lacking in what assessment data teachers use to select behavioral interventions. Furthermore, school personnel have been ineffective in dealing with the problem behavior of students with disabilities as evidenced by high suspension rates for students with disabilities. There is also very limited research in the area of what assessment data is used in the development of individualized education programs (IEP) for students with emotional disabilities. The psychological evaluation is used to determine eligibility for special education, yet there is no research indicating that the information contained within a psychological evaluation is used for either goal development or intervention selection. This is problematic in that IEPs developed for students with emotional disabilities are lacking in quality and effectiveness. This study examined the effect that types of assessment report played on teachers' selection of interventions and IEP goal development for a student with an emotional disability. After reviewing an FBA or psychological evaluation, participants were to develop a behavioral goal. These goals were rated for the presence or absence of five quality indicators that should be present in a well-developed goal. No significant differences were found in the frequencies of these goal indicators. Participants were then asked to indicate preference of use of three interventions to increase appropriate behavior and three interventions to decrease inappropriate behavior and then to rank order their potential use of the interventions. No significant differences were found in the indication of use on either measure. Participants did consistently indicate preferred use of the three positively-based interventions.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/12116
Subject Headings: Behavior modification, Problem children--Education, Children with disabilities--Education, Individualized instruction, Behavioral assessment of children
Format: Document (PDF)

Title: Why rush growing up? A test of the cognitive immaturity hypothesis.
Creator: Rosenberg, Justin S., Florida Atlantic University, Bjorklund, David F.
Abstract/Description: This study examined the hypothesis that cognitive immaturity may serve an adaptive purpose for children at a time in ontogeny when they are not capable of ensuring their own survival. Participants were presented pairs of scenarios of 3- and 9-year-old children expressing either immature or mature cognition. Participants were asked to select the child (immature vs. mature) which best reflected each of 11 different psychological traits that were ultimately grouped into 3 trait dimensions: cute,...
Show moreThis study examined the hypothesis that cognitive immaturity may serve an adaptive purpose for children at a time in ontogeny when they are not capable of ensuring their own survival. Participants were presented pairs of scenarios of 3- and 9-year-old children expressing either immature or mature cognition. Participants were asked to select the child (immature vs. mature) which best reflected each of 11 different psychological traits that were ultimately grouped into 3 trait dimensions: cute, deceptive, and smart. Participants received one of 6 pairs of scenarios reflecting examples of either intuitive cognition or nonintuitive cognition. Participants selected the immature child as being more cute and less deceptive than the mature child for the intuitive vignettes, but not for the nonintuitive vignettes. This pattern suggests that some forms of immature cognition do indeed bias adults to feel more favorably toward the children who express them and may foster positive parent-child relationship.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/13387
Subject Headings: Developmental psychobiology, Developmental neurobiology, Child development--Research, Cognition in children, Individual differences in children, Parent and child
Format: Document (PDF)

Title: A JUNGIAN JOURNEY TO INDIVIDUATION IN "THE TEMPEST" (SHAKESPEARE).
Creator: ZUCKER, SCOTT., Florida Atlantic University, Faraci, Mary
Abstract/Description: The characterizations in The Tempest resemble the archetypes of the collective unconscious and appear to gather their momentum from Shakespeare's understanding of the individuation process. In depicting the unfolding dynamics of psychic change, the playwright anticipates Jung's theory of individuation by showing the compensatory influence these numinous figures have on the characters' conscious orientations as they move from separation to subsequent union. The characters' agitated and...
Show moreThe characterizations in The Tempest resemble the archetypes of the collective unconscious and appear to gather their momentum from Shakespeare's understanding of the individuation process. In depicting the unfolding dynamics of psychic change, the playwright anticipates Jung's theory of individuation by showing the compensatory influence these numinous figures have on the characters' conscious orientations as they move from separation to subsequent union. The characters' agitated and irrational responses to the archetypal manifestations are a reflection of the psychic division characteristic of the individuating mind. Harmony and reason are achieved as the characters heal their division by integrating the conscious contents of their projections. This enlarging of the personality and broadening of collective relationships transform The Tempest into a variation on the quest for individuation offering a psychic stage for the Jungian notions of process and renewal.
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Date Issued: 1985
PURL: http://purl.flvc.org/fcla/dt/14254
Subject Headings: Shakespeare, William,--1564-1616--Tempest, Jung, C G--(Carl Gustav),--1875-1961--Psychology, Individuation (Philosophy)
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.
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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: The bottom of the heart: Emerson, Novalis, and Jung's individuation.
Creator: Kreitner, David J., Florida Atlantic University, Hokenson, Jan W.
Abstract/Description: Despite disparities of strategy and style, the fundamental concerns of Emerson's Representative Men and Novalis's Die Lehrlinge zu Sais (The Apprentices at Sais) are almost identical. Both works describe and promote ideals of personal development that are essentially the same, and can be understood in terms of C. G. Jung's concept of individuation. The model of expansion which is celebrated in these two works goes beyond what is usually meant by "self-culture" or "Bildung," in that its...
Show moreDespite disparities of strategy and style, the fundamental concerns of Emerson's Representative Men and Novalis's Die Lehrlinge zu Sais (The Apprentices at Sais) are almost identical. Both works describe and promote ideals of personal development that are essentially the same, and can be understood in terms of C. G. Jung's concept of individuation. The model of expansion which is celebrated in these two works goes beyond what is usually meant by "self-culture" or "Bildung," in that its principle is a dialectic of the conscious and the unconscious psyche, the aim of which is the restoration of equilibrium and a widened sense of personality. A comparison of the programs of Emerson and Novalis underscores the compatibility of their thinking, and enables us to appreciate German and American Romanticism in the context of the evolution of the concept of the unconscious.
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Date Issued: 1991
PURL: http://purl.flvc.org/fcla/dt/14744
Subject Headings: Emerson, Ralph Waldo,--1803-1882.--Representative men., Novalis,--1772-1801.--Lehrlinge zu Sais., Jung, C. G.--(Carl Gustav),--1875-1961., Individuation (Philosophy)
Format: Document (PDF)

Title: Principals' knowledge of special education policies and procedures: does it matter in leadership?.
Creator: Jesteadt, Lindsay., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Research has shown that most school leaders lack the knowledge necessary to deal with the many different aspects and issues that special education programs encompass. This lack of knowledge ultimately places special education teachers, programs, and students with disabilities at a clear disadvantage. With The No Child Left Behind Act (NCLB) of 2001 and the reauthorization of The Individuals with Disabilities Education Improvement Act (IDEA) in 2004, schools and school leaders are being held...
Show moreResearch has shown that most school leaders lack the knowledge necessary to deal with the many different aspects and issues that special education programs encompass. This lack of knowledge ultimately places special education teachers, programs, and students with disabilities at a clear disadvantage. With The No Child Left Behind Act (NCLB) of 2001 and the reauthorization of The Individuals with Disabilities Education Improvement Act (IDEA) in 2004, schools and school leaders are being held accountable for the learning gains of all students, including students with disabilities. This study sought to assess the knowledge of Florida school principals in the area of special education policies and procedures through survey administration. In addition, the survey was designed to establish the method by which school principals purport to have learned the majority of special education policies and procedures. Social justice as defined by Adams, Bell, and Griffin (1997) and ethical reasoning in educational leadership, developed and defined by Shapiro and Stefkovich (2005) were chosen as the conceptual framework with which to guide the design and analysis of the study. These underlying sets of ideas were used to help recognize the many inequalities that have hindered education for a variety of students, including those with disabilities (Lashley, 2007). FIndings of this study demonstrate the level of knowledge practicing administrators in Florida possess, the methods by which they acquired that knowledge, and the dire need for this knowledge under new state mandated reform initiatives.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3355571
Subject Headings: School improvement programs, Educational leadership, Learning disabled children, Education, School principals, In-service training, Response to intervention (Learning disabled children)
Format: Document (PDF)

Title: The sui generis in Charles G. Finney’s The Circus Of Dr. Lao.
Creator: White, Adam J., Martin, Thomas L., Dorothy F. Schmidt College of Arts and Letters, Department of English
Abstract/Description: Charles G. Finney’s 1936 novel The Circus of Dr. Lao was published to enthusiastic reviews, but fell into relative obscurity shortly thereafter. Since its publication, it has been the subject of one peer-reviewed critical essay, a number of reviews, one non-peer-reviewed essay, and a master’s thesis. It was published in a world where the fantastic and unique found only barren desert soil, with no scholarly tradition for the fantastic, nor a widely receptive lay audience for something truly...
Show moreCharles G. Finney’s 1936 novel The Circus of Dr. Lao was published to enthusiastic reviews, but fell into relative obscurity shortly thereafter. Since its publication, it has been the subject of one peer-reviewed critical essay, a number of reviews, one non-peer-reviewed essay, and a master’s thesis. It was published in a world where the fantastic and unique found only barren desert soil, with no scholarly tradition for the fantastic, nor a widely receptive lay audience for something truly unique, or sui generis. The concept of the sui generis, meaning “of its own kind,” provides a useful lens for examining the novel, as Finney develops not only creatures, but people, which are truly of their own kind, borrowing from existing mythologies, traits of humanity, and aspects of nature, recombining them in a singular way which resists classification.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004073
Subject Headings: Fantasy fiction, American -- Criticism and interpretation, Finney, Charles G. -- (Charles Grandison) -- 1905-1984 -- Circus of Dr. Lao -- Criticism and interpretation, Individualism (Philosophy), Knowledge, Theory of, in literature, Meaning (Philosophy), Symbolism in literature
Format: Document (PDF)

Title: Toxic Island et L’Empreinte à Crusoé : l’individuation de l’identité franco-antillaise.
Creator: Jurawan, Kimberley, Gosser Esquilin, Mary Ann, Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Languages, Linguistics and Comparative Literature
Abstract/Description: Within the Caribbean, the islands of Guadeloupe and Martinique are unusual: they are French overseas departments and thus also European Union members. As such, they must assimilate to French national culture even though their heterogeneous populations, mainly descendants of exploited imported labour, have their own unique island identity. Their heavy economic dependence on France and the effects of modernization and globalization pose further identitarian challenges for them. Franco-Antillean...
Show moreWithin the Caribbean, the islands of Guadeloupe and Martinique are unusual: they are French overseas departments and thus also European Union members. As such, they must assimilate to French national culture even though their heterogeneous populations, mainly descendants of exploited imported labour, have their own unique island identity. Their heavy economic dependence on France and the effects of modernization and globalization pose further identitarian challenges for them. Franco-Antillean literature clearly reflects this long-standing identity confusion. This thesis explores two very recent novels— Toxic Island by Guadeloupean Ernest Pépin and L’Empreinte à Crusoé by Martinican Patrick Chamoiseau— and their divergent stylistic treatments of individuation. Both are inspired by Édouard Glissant’s theories of Relation and Tout- Monde; both engage questions of language, orality, the island space, race, the subject of alterity and the role of the arts and artists in identity formation. Yet both are also marked by distinctly unique forms of ambivalence.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004447, http://purl.flvc.org/fau/fd/FA00004447
Subject Headings: Caribbean literature (French) -- Criticism and interpretation, Chamoiseau, Patrick -- L'Empreinte à Crusoé -- Criticism and interpretation, Group identity, Identity (Philosophical concept), Individuation (Psychology) -- Social aspects, Jungian psychology, Pépin, Ernest -- Toxic island -- Criticism and interpretation, West Indies, French -- In literature
Format: Document (PDF)

Title: Teacher perceptions of response to intervention for English learners.
Creator: McCahill, Tiffany Patella, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The current qualitative study focuses on how teachers perceive the Response to Intervention (RtI) framework for English learners, specifically assessments and the instructional decision-making process. RtI serves as a framework to help “close the gap” and create a more equitable environment for struggling English learners (Florida Department of Education, 2008). The current study explored elementary school general education teachers’ perceptions and understanding of the RtI process for...
Show moreThe current qualitative study focuses on how teachers perceive the Response to Intervention (RtI) framework for English learners, specifically assessments and the instructional decision-making process. RtI serves as a framework to help “close the gap” and create a more equitable environment for struggling English learners (Florida Department of Education, 2008). The current study explored elementary school general education teachers’ perceptions and understanding of the RtI process for English learners. Eight elementary general education teachers participated in two interview sessions each to address what general education teachers know about the RtI process for English learners, how teachers report their interpretation of policies and procedures with respect to instruction and assessment of English learners, how teachers feel about their understanding of RtI, and how teachers feel about their understanding of instruction and assessment for English learners. Teacher participants shared their knowledge of the importance of progress monitoring and data collection during the RtI process. Participants reported that progress monitoring and data collection were used to inform instructional decisions for English learners. Participants also provided insight into a shift in teacher accountability related to data collection and progress monitoring. Teacher participants addressed elements of the RtI process: three tiers of RtI, evidence-based interventions, data and data collection, and progress monitoring. Based on teacher responses, teachers monitor student progress, but find some elements of progress monitoring unclear. Participants expressed concern about measuring student progress and the means used to demonstrate growth and to compare struggling students to the performance of peers in the same grade level. The RtI framework includes targeted interventions for struggling students, and participants perceive that RtI helps to identify students with disabilities earlier. Participants reported benefits and drawbacks related to RtI. The participants specifically focused on the collaborative problem solving team as a beneficial support system for teachers navigating the RtI process. Teachers reported perceptions on language acquisition and learning disabilities, adjustment time for English learners, assessments for English learners, parental involvement and experiences, instruction for English learners, and professional development and support for the instruction of English learners.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004215, http://purl.flvc.org/fau/fd/FA00004215
Subject Headings: Cognitive styles in children, Education, Bilingual, English language -- Study and teaching -- Foreign speakers, English language -- Study and teaching as a second language, Individual differences, Language teachers, Training of, Response to intervention (Learning disabled children), Second language acquisition
Format: Document (PDF)

Title: Effects of teaching mathematics to learning style perceptual preference on academic achievement of seventh-grade middle school students.
Creator: Colarulli, Rosemary, Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description: Teaching methods that are effective with some students, fail with other students, because students perceive and process information differently. The personal preference by which one perceives and processes new material is called one's learning style. Using the Dunn and Dunn Learning Style Inventory assessment instrument, the learning style perceptual preference of 262 seventh grade students from a large, urban, middle school in southeast Florida were identified. This research investigated the...
Show moreTeaching methods that are effective with some students, fail with other students, because students perceive and process information differently. The personal preference by which one perceives and processes new material is called one's learning style. Using the Dunn and Dunn Learning Style Inventory assessment instrument, the learning style perceptual preference of 262 seventh grade students from a large, urban, middle school in southeast Florida were identified. This research investigated the effects of teaching mathematics to the preferred perceptual preference of these students in terms of academic achievement. Four teachers were trained in the Dunn and Dunn learning style teaching model to acquaint them with the experimental treatment used in this study. A pretest-posttest design was used to observe the mean gain in achievement scores on a 25-element assessment between students taught using a traditional teaching format and those taught in the learning style treatment approach. All students in the experimental group were first introduced to new mathematics material with a global story and taught in their primary learning style perceptual preference: (a) auditory, (b) tactile, (c) kinesthetic, or (d) visual. The material was reinforced through their secondary preference and a creative, student-constructed project was shared with the classmates. Several two-way factorial analyses of variance were used to study the treatment effect on the dependent variable. Neither the main effect for treatment nor the interactions between treatment and demographic variables (race, gender, learning styles) were significant at the.05 level. Within the context of this study, teaching through a student's perceptual learning style preference does not appear to be significantly more effective than teaching in a traditional manner.
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Date Issued: 1998
PURL: http://purl.flvc.org/fcla/dt/12552
Subject Headings: Learning, Psychology of
Format: Document (PDF)

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