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- Title
- EARLY CHILDHOOD TEACHERS’ PERSPECTIVES AND PRACTICES IN MULTICULTURAL EDUCATION IN SOUTH KOREA.
- Creator
- Lee, Yoonhee, Sembiante, Sabrina, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
-
The purpose of this dissertation research is to examine the perspectives of early childhood teachers with regard to multicultural education in South Korea. This study sought to identify teachers’ personal and professional beliefs about multicultural education as defined by their perceptions, descriptions, feelings, judgments, memories, and discussions with others. To better understand early childhood teachers’ perspectives of multicultural education in South Korea, the following research...
Show moreThe purpose of this dissertation research is to examine the perspectives of early childhood teachers with regard to multicultural education in South Korea. This study sought to identify teachers’ personal and professional beliefs about multicultural education as defined by their perceptions, descriptions, feelings, judgments, memories, and discussions with others. To better understand early childhood teachers’ perspectives of multicultural education in South Korea, the following research questions serve as a compass for the study: (a) What are South Korean early childhood teachers’ understandings and beliefs about multicultural education in their classrooms? (b) How do South Korean early childhood teachers implement multicultural practices in their classroom environment and curriculums? Findings show that teachers recognized a need for multicultural education because of the increasing diversity in South Korea. Although they understood embracing diversity, they shared opposing views about multicultural families while recognizing their bias as a challenge in the classroom. Teachers were unaware of the significance of the classroom environment and its influence on multicultural teaching, adding multicultural materials to accommodate children from multicultural families rather than actively integrating multiculturalism in curriculum and instructional interactions. Implications suggest avenues for increased multicultural understanding through teacher preparation, professional development, curricular revision, and policy changes.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014183
- Subject Headings
- Early childhood teachers--Korea (South), Early childhood education, Multicultural education--Korea (South)
- Format
- Document (PDF)
- Title
- EFFECTS OF COVERT AUDIO COACHING ON COMMUNITY-BASED EMPLOYMENT COMMUNICATION FOR COLLEGE STUDENTS WITH INTELLECTUAL DISABILITY.
- Creator
- Downey, Angelica, Dukes, Charles, Florida Atlantic University, Department of Exceptional Student Education, College of Education
- Abstract/Description
-
College students with Intellectual Disabilities (ID) are afforded many educational opportunities through Inclusive Post-Secondary Education (IPSE) programs, including employment training. Competitive employment can contribute a rich independent life, thus more employment training opportunities can be beneficial. Low employment rates for adults with ID have motivated these efforts to develop proper employment training. In the past, on-the-job (OTJ) training with a job coach was one of the only...
Show moreCollege students with Intellectual Disabilities (ID) are afforded many educational opportunities through Inclusive Post-Secondary Education (IPSE) programs, including employment training. Competitive employment can contribute a rich independent life, thus more employment training opportunities can be beneficial. Low employment rates for adults with ID have motivated these efforts to develop proper employment training. In the past, on-the-job (OTJ) training with a job coach was one of the only supports for adults with ID in the workplace. Now, there are a variety of evidence-based strategies that can be used in the workplace or in other community settings, such as Covert Audio Coaching (CAC), to teach adults with ID the skills they need to maintain a job. This study used a multiple probe design to examine the effects of CAC on teaching workplace communication skills to college students with ID in a real-world setting. In this study, students interned in an office setting and spoke to a co-worker at their work setting while the interventionist used a two-way radio system to provide coaching statements to the student during their conversations. All students in this study increased their on-topic communication exchanges, and these results demonstrate that CAC is an effective intervention for this population.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014132
- Subject Headings
- Intellectual Disability, College students with disabilities, Special education
- Format
- Document (PDF)
- Title
- EXAMINING STATISTICAL MODELS TO PREDICT ACADEMIC SUCCESS IN EARLY COLLEGE USING MIDDLE SCHOOL DATA.
- Creator
- Timar, Agnes A., Vaughan, Michelle, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
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The study explored whether middle school students’ select academic (grade point average [GPA], Accuplacer mathematics, reading, and writing scores, admission interview scores) and non-academic characteristics (race, ethnicity, the middle school they attended, their gender, their parents’ educational level) have any predictive power with regard to their success at an early college high school. This study compared binary logistic regression (BLR) and predictive discriminant analysis (PDA)...
Show moreThe study explored whether middle school students’ select academic (grade point average [GPA], Accuplacer mathematics, reading, and writing scores, admission interview scores) and non-academic characteristics (race, ethnicity, the middle school they attended, their gender, their parents’ educational level) have any predictive power with regard to their success at an early college high school. This study compared binary logistic regression (BLR) and predictive discriminant analysis (PDA) statistical models. First-year early college academic success can be predicted using BLR and only six input factors from middle school (Accuplacer math scores, interview scores, gender, and race, as three dummy variables) with a 91% accuracy. However, a student academic success prediction model using middle school data for a student’s first year college success could not be built. This finding asserts Astin’s Student Development Theory (1993, 1999a, 1999b), the theoretical framework that guided this study, that students can grow and improve over time and educators need to focus on cultivating and developing students’ smartness through high level instruction and coaching instead of identifying and celebrating smartness by accepting only the most prospective students into colleges (Astin, 1977, 1993, 1999a, 2017, 2018).
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014161
- Subject Headings
- Prediction of scholastic success, Middle school education, Universities and colleges--Admission
- Format
- Document (PDF)
- Title
- Build a Better Mousetrap: A Review of State School Accountability Models and Their Relation to the Socio-Economic Status of Students.
- Creator
- Houchens, Paul, Reyes-Guerra, Daniel, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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This study aims to identify [or create] equitable accountability systems that can be used to drive sustainable school improvement. In this context, equitable accountability is defined as a measure more of the school’s impact on student achievement and less a measure of the socio-economic status of the students enrolled in the school. To do this, the study begins with a review of the history and current state of school accountability policies in the US and its relation to the concepts of...
Show moreThis study aims to identify [or create] equitable accountability systems that can be used to drive sustainable school improvement. In this context, equitable accountability is defined as a measure more of the school’s impact on student achievement and less a measure of the socio-economic status of the students enrolled in the school. To do this, the study begins with a review of the history and current state of school accountability policies in the US and its relation to the concepts of school improvement, between accountability and student achievement, a review of accountability policy in each state and the possible future model of accountability policy. This study uses both qualitative and quantitative methods with a policy analysis informing state correlational comparisons, which in turn informed the models to be applied to the Florida data to identify how they perform (correlate), culminating in the development of a new school accountability model. The policy analysis revealed current school accountability in all 50 states and the District of Columbia as well as the relationship between socio-economic status and school accountability in each where data were available. Five of these state models were shown to be significantly less related to socio-economic status than Florida. However, only two of these models performed similarly when applied to Florida data. Finally, a model was proposed that included aspects from these states and available literature that performed similarly to these two states. This study represents an important first step in a larger policy discussion of how to hold schools accountable for their impact on students and not a measure of the demographics of the students they are serving.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014138
- Subject Headings
- Education policy, Education and state, Educational sociology, Educational leadership
- Format
- Document (PDF)
- Title
- EXPANDING THE NARRATIVE: BLACK FEMALE DOCTORAL STUDENTS CREATING CULTURAL SAFE SPACES AS RESISTANCE.
- Creator
- Rodgers, Iris, Traci P. Baxley, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
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This narrative research study focuses on the lived experiences of Black female doctoral students navigating predominantly White colleges and universities (PWIs) and their connections within cultural safe spaces. Through the lens of Black Feminist Theory and the application of a Black Feminist-Ecological Perspective, this study investigates how Black female doctoral students are defining cultural safe spaces and how these safe spaces support their academic and personal lives. Specifically,...
Show moreThis narrative research study focuses on the lived experiences of Black female doctoral students navigating predominantly White colleges and universities (PWIs) and their connections within cultural safe spaces. Through the lens of Black Feminist Theory and the application of a Black Feminist-Ecological Perspective, this study investigates how Black female doctoral students are defining cultural safe spaces and how these safe spaces support their academic and personal lives. Specifically, this study explored the narratives of nine Black female doctoral students and how they define and locate cultural safe spaces. This study expanded on the limited existing research on Black women in doctoral programs by delving into a more nuanced look into understanding the specific dynamics of Black female cultural safe spaces and the role they play in supporting Black women pursuing doctoral degrees at PWIs. Using the Rodgers 3-R Framework, three major themes unfold from this narrative, beginning with participants’ initial experiences in their doctoral programs (recognition phase), their journey towards finding a cultural safe space after recognizing that there was a deficit in their doctoral experience (reconciliation phase), and their recounts of how they interpreted their experience after becoming a part of a cultural safe space of their own (reflection phase). Implications for future research are discussed.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014195
- Subject Headings
- Women, Black, Women doctoral students, Feminist theory, Women's studies, Safe spaces
- Format
- Document (PDF)
- Title
- THE EDUCATOR PERSPECTIVE: A CASE STUDY EXAMINING THE EXPERIENCES OF LGBTQ EDUCATORS WITH INCLUSIVE CURRICULUM IN K-12 PUBLIC SCHOOLS.
- Creator
- Antonelli, Melissa A., Vaughan, Michelle, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
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This multiple case study explored the lived experiences of LGBTQ educators while they navigated the ongoing disclosure of their sexual orientation and inclusion of LGBTQ curriculum in K-12 public schools. Two main research questions and four sub-research questions guided this study. An electronic questionnaire was used to collect initial information and recruit participants for two rounds of semi structured interviews. The sample population for this study consisted of 8 participants. All...
Show moreThis multiple case study explored the lived experiences of LGBTQ educators while they navigated the ongoing disclosure of their sexual orientation and inclusion of LGBTQ curriculum in K-12 public schools. Two main research questions and four sub-research questions guided this study. An electronic questionnaire was used to collect initial information and recruit participants for two rounds of semi structured interviews. The sample population for this study consisted of 8 participants. All eight participants completed the initial questionnaire and the first round of interviews. The first interview focused on the educator’s disclosure and school climate. From the original eight participants, six completed the second round of interviews which focused on inclusive curriculum. Data analysis supported themes and findings which emerged from the coding and are presented according to the research question they address. Research Question 1 found negative and positive experiences LGBTQ educators encountered that are presented according to shareholder groups: (a) administrators, staff, and community, and (b) students. Sub-Research Question 1 had three themes related to the influences school climate had on LGBTQ educators’, and Sub-Research Question 2 findings included the negative, positive, and neutral factors that influence an LGBTQ educator’s disclosure decision. Research Question 2 depicted LGBTQ educators’ experiences with LGBTQ inclusive curriculum. Sub-Research Question 3 identified two themes relating to LGBTQ educators’ feelings toward inclusion. Finally, Sub-Research Question 4 found three shareholder groups: (a) students, (b) school and district, and (c) society. Each group comprised factors that impacted the inclusion of LGBTQ curriculum including (a) barriers, (b) benefits, and (c) support.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014135
- Subject Headings
- LGBTQ+ people, Education, LGBTQ studies
- Format
- Document (PDF)
- Title
- SELF-DIRECTED LEARNING READINESS AMONG PREDENTAL STUDENTS AT FLORIDA ATLANTIC UNIVERSITY.
- Creator
- Algahtani, Fahad, Bryan, Valerie, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
Dental school is a four-year, rigorous educational endeavor packed with difficulties and challenges predental students have not experienced during their undergraduate studies. In addition, dental schools demand developing new coping and learning skills to meet the requirements of a student-centered, fast-paced curriculum. In response to these challenges, it is essential to understand and embrace self-directed learning (SDL) skills and attitudes required for predental students to thrive and...
Show moreDental school is a four-year, rigorous educational endeavor packed with difficulties and challenges predental students have not experienced during their undergraduate studies. In addition, dental schools demand developing new coping and learning skills to meet the requirements of a student-centered, fast-paced curriculum. In response to these challenges, it is essential to understand and embrace self-directed learning (SDL) skills and attitudes required for predental students to thrive and succeed during their dental journey (Premkumar et al., 2014). Furthermore, SDL is essential in assisting dental students in filtering the information they need to fulfill their learning needs (Siddiqui et al., 2021). This quantitative cross-sectional descriptive study used an online survey designed by QualtricsXM to evaluate self-directed learning readiness (SDLR) level among predental students at Florida Atlantic University (FAU) and whether their SDLR level would differ based on age, sex, race/ethnicity, college/major, and year of study. A convenience sample of 155 FAU predental students completed Fisher et al.’s (2001) 40-item Self-Directed Learning Readiness Scale for Nursing Education (SDLRSNE) and seven demographic questions. Descriptive and inferential statistics were conducted to analyze and answer the six research questions and corresponding hypotheses. The results showed a positive attitude of FAU predental students toward SDL as total SDLR scores ranged from 119 to 179, with a mean of 151.33. Moreover, there was a statistically significant difference in SDLR level among participants based on age, race, and year of study. Contrastingly, there was no statistically significant difference in SDLR level among participants based on sex, ethnicity, and academic major. The college variable was not investigated as all participants were enrolled in the Charles E. Schmidt College of Science.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014122
- Subject Headings
- Self-directed learning, Self-managed learning, College students, Florida Atlantic University
- Format
- Document (PDF)
- Title
- EXAMINING RELATIONSHIPS BETWEEN RAPE MYTH ACCEPTANCE, SEXUAL EXPERIENCES AND VICTIMIZATION AND RECOVERY-EFFICACY AMONG MINORITY WOMEN ON COLLEGE CAMPUSES.
- Creator
- Cooper, Ashley Leonhart, Emelianchik-Key, Kelly, Florida Atlantic University, Department of Counselor Education, College of Education
- Abstract/Description
-
Sexual violence (SV) is a significant problem that impacts women on college campuses at an alarming rate (Fischer et al., 2018). The body of research published regarding women’s experiences with SV on college campuses disproportionately focuses on Caucasian women (Oney, 2018). Few studies address the specific concerns of minority women and their experiences with SV and even fewer studies serve to identify contributing factors to their recovery. In addition to the prevalence of SV on college...
Show moreSexual violence (SV) is a significant problem that impacts women on college campuses at an alarming rate (Fischer et al., 2018). The body of research published regarding women’s experiences with SV on college campuses disproportionately focuses on Caucasian women (Oney, 2018). Few studies address the specific concerns of minority women and their experiences with SV and even fewer studies serve to identify contributing factors to their recovery. In addition to the prevalence of SV on college campuses, the rates of rape myth acceptance (RMA) that have been studied among this age group focus primarily on White cisgender men and women, and again, are understudied in women who identify as racial/ethnic minorities (Oney, 2018). Research correlates high levels of RMA with a decreased willingness to accept recovery-promoting assistance post-SV, which reduces a survivor’s willingness to access to services such as counseling (Oney, 2018). The objective of this study was to determine if rape myth acceptance predicts recovery self-efficacy and if experiences of SV serve as a mediating variable between recovery-self efficacy and RMA in ethnic and racial minority college-age women. The results of this study indicate that RMA does not predict or mediate the variables of recovery self-efficacy and SV. A linear regression analysis was used to establish if RMA predicts recovery self-efficacy, the factors within the scales were not correlated and additional tests yielded non-statistically significant results; (b = -0.02, t = -0.29, p = .77). The study also was unable to provide evidence of experiences of SV being a mediating variable between RMA and recovery self-efficacy through a mediation analysis (b =.00, SE = .002, 95% CI = [-.004, .004], p =.89).
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014130
- Subject Headings
- Rape in universities and colleges, Sex crimes, Minority women, Counseling psychology
- Format
- Document (PDF)
- Title
- GRIT IN ADULT STUDENTS WITH DISABILITIES: A MULTIPLE-CASE STUDY.
- Creator
- Kamburov, Teodora, Sembiante, Sabrina F., Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
-
This multiple-case study sought to understand how adult students with disabilities demonstrate grit in the pursuit of higher education. Through in-depth, semi-structured interviews, this study found that adult students with disabilities demonstrate grit through seeking to understand their own disabilities and the impacts of those disabilities on their academics, finding solutions-based approaches in improving their academic skills, persevering through various forms of sacrifice, “pushing...
Show moreThis multiple-case study sought to understand how adult students with disabilities demonstrate grit in the pursuit of higher education. Through in-depth, semi-structured interviews, this study found that adult students with disabilities demonstrate grit through seeking to understand their own disabilities and the impacts of those disabilities on their academics, finding solutions-based approaches in improving their academic skills, persevering through various forms of sacrifice, “pushing through,” and practice, seeking help from their support networks, and maintaining consistent interests in their courses of study while also keeping a greater purpose in mind. These findings are discussed in detail and implications for practice as well as future research are identified.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014139
- Subject Headings
- Students with disabilities, People with disabilities--Education (Higher), Perseverance (Ethics)
- Format
- Document (PDF)
- Title
- IS IT ENOUGH? EXAMINING INSTRUCTIONAL MANAGEMENT IN A NEW PARADIGM OF TEACHING AND LEARNING.
- Creator
- Critelli Jr., John E., Reyes-Guerra, Daniel, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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For decades, educational leadership researchers have focused on school leadership behaviors, competencies, and skills that impact student outcomes measured by the students’ performance on standardized tests. This practice has narrowed the focus for how the field approaches teaching and learning and the evaluation models that measure school, teacher, leader, and student academic performance. To examine leadership and teaching and learning that support the development of the whole child and not...
Show moreFor decades, educational leadership researchers have focused on school leadership behaviors, competencies, and skills that impact student outcomes measured by the students’ performance on standardized tests. This practice has narrowed the focus for how the field approaches teaching and learning and the evaluation models that measure school, teacher, leader, and student academic performance. To examine leadership and teaching and learning that support the development of the whole child and not just their performance on exams, this quantitative study set out to examine: Is there a relationship between a school leadership teams’ prioritization of SEL, their instructional management practice, and the teachers’ use of SEL pedagogy in the classroom? To examine the research question, a set of five sub-research questions were developed to organize and guide this work. Interest to participate in this study was gained by aligning the research to the district’s strategic plan. The sample included 107 teacher participants drawn from five participant public elementary schools in a large diverse urban school district. Data applied in the analysis were collected through the application of three instruments. Two of the instruments were developed and pilot tested as part of this research. The results of this research indicate that despite the ample evidence that shows instructional management having a positive impact on student learning, its effect on the pedagogies examined that support the development of social and emotional competence was limited. The greatest contribution of this study was the development of a valid and reliable tool to evaluate ten social and emotional learning teacher/pedagogical practices.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014176
- Subject Headings
- Educational leadership, Effective teaching, Instructional management, Learning
- Format
- Document (PDF)
- Title
- USING AN INSTRUCTIONAL PACKAGE TO SUPPORT ADULTS WITH AUTISM IN COMMUNICATING WITH A MEDICAL PROVIDER.
- Creator
- Wood, Jacqueline M., Dukes, Charles, Florida Atlantic University, Department of Exceptional Student Education, College of Education
- Abstract/Description
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Adults with autism spectrum disorder (ASD) often experience co-occurring physical and mental health challenges throughout their lives. At the same time, they often face many barriers to accessing proper care. Strategies to improve communication and understanding can help to mitigate some of these barriers. This study examined the effects of an instructional package, including a video module accompanied by guided notes, the Autism Healthcare Accommodations Tool (AHAT), and behavior skills...
Show moreAdults with autism spectrum disorder (ASD) often experience co-occurring physical and mental health challenges throughout their lives. At the same time, they often face many barriers to accessing proper care. Strategies to improve communication and understanding can help to mitigate some of these barriers. This study examined the effects of an instructional package, including a video module accompanied by guided notes, the Autism Healthcare Accommodations Tool (AHAT), and behavior skills training (BST) to teach adults with autism to communicate their unique needs and request accommodations from a medical provider. Participants completed a self-guided video module that guided them through the process of completing the notes and AHAT to identify appropriate accommodations and prepare for a doctor’s appointment. Once completed, participants learned to verbalize their needs and accommodations through BST. Results showed that the participants’ communication skills increased after the introduction of the instructional package, generalized to a novel doctor and maintained once the instructional package was removed. Implications and suggestions for future research are discussed.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014165
- Subject Headings
- Autism, Adults, Autism spectrum disorders--Patients--Behavior modification
- Format
- Document (PDF)
- Title
- THE SEXUAL LIVES OF INDIVIDUALS WITH DISABILITIES: ATTITUDES FROM THE GENERAL PUBLIC.
- Creator
- Berlingo, Lauren, Dukes, Charles, Florida Atlantic University, Department of Exceptional Student Education, College of Education
- Abstract/Description
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Sexual experiences and freedom are basic human rights that people with disabilities are often denied. Society and those considered to be within the general public, including caregivers, family members, and professionals that work with people with disabilities, contribute to the lack of sexual experiences and opportunities people with disabilities have throughout their lifetime. This study examined the attitudes of males and females from the general public toward sexual lives for people with...
Show moreSexual experiences and freedom are basic human rights that people with disabilities are often denied. Society and those considered to be within the general public, including caregivers, family members, and professionals that work with people with disabilities, contribute to the lack of sexual experiences and opportunities people with disabilities have throughout their lifetime. This study examined the attitudes of males and females from the general public toward sexual lives for people with disabilities. Further, it explored the difference in attitudes based on disability condition, examining attitudes toward a sexual life for those with a physical disability, intellectual disability, and general or non-specified disability. Results showed that female respondents reported more positive attitudes toward females with disabilities and females without disabilities having a sex life in comparison to the attitudes male respondents reported toward males with disabilities and males without disabilities having a sex life. Additionally, respondents felt the least positive toward adults with intellectual disabilities having a sex life. Limitations of this study and implications for further research are discussed.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014126
- Subject Headings
- Intellectual Disability, People with disabilities, Sex
- Format
- Document (PDF)
- Title
- RELIGIOSITY AND SPIRITUALITY AMONG LGBTQ+ INDIVIDUALS: MEDIATION EFFECTS ON MINORITY STRESS AND SYMPTOMS OF DEPRESSION, ANXIETY, AND STRESS.
- Creator
- Katz, Joshua A., Gill, Carman, Florida Atlantic University, Department of Counselor Education, College of Education
- Abstract/Description
-
LGBTQ+ individuals currently represent 7.1% of the population yet seek mental health services at rates two to four times higher than average, and present with significantly higher rates of depression, anxiety, stress, substance abuse, and suicidality. LGBTQ+ youth have the highest rates of suicidality of any minority group, with a recent poll reporting 22-32% attempted suicide compared to 5% of non-LGBTQ+ youth. These statistics are influenced by discrimination, stigma, and living in a...
Show moreLGBTQ+ individuals currently represent 7.1% of the population yet seek mental health services at rates two to four times higher than average, and present with significantly higher rates of depression, anxiety, stress, substance abuse, and suicidality. LGBTQ+ youth have the highest rates of suicidality of any minority group, with a recent poll reporting 22-32% attempted suicide compared to 5% of non-LGBTQ+ youth. These statistics are influenced by discrimination, stigma, and living in a heterosexist society and can lead to psychological distress, identity concealment, internalized homophobia, and stigma-based rejection explained through Minority Stress Theory. LGBTQ+ polls recently revealed an average of 80% identify as religious and/or spiritual. The purpose of this study is to better understand the risks or rewards of the intersecting identities of religiosity, spirituality and being LGBTQ+. In this quantitative non-experimental design study using Pearson’s R correlation, multiple relationships were found among the variables of spirituality, religiosity, age, being non-white, minority stress, and symptoms. of depression, anxiety, and stress. Multiple regression analysis found that spirituality, religiosity, and minority stress predicted 52% of the variance in depression, anxiety, and stress. Finally, a mediation analysis revealed that religiosity was not statistically significant as a mediator between minority stress and symptoms of depression, anxiety, and stress, but spirituality was statistically significant as a partial mediator of these effects and, therefore, strong emphasis is placed on the benefits spirituality can have among LGBTQ+ individuals.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014281
- Subject Headings
- Spirituality, LGBTQ+ people, Mental health
- Format
- Document (PDF)
- Title
- PSYCHOLOGICAL CONTRACT VIOLATION AMONG ADMINISTRATIVE MIDDLE MANAGERS: A PHENOMENOLOGICAL STUDY IN HIGHER EDUCATION.
- Creator
- Mooney, Laura A., Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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This qualitative study furthers understanding of psychological contract violation experiences as examined through the lens of administrative middle managers in higher education settings. Psychological contract is defined as unstated expectations in the employment relationship which, when violated, results in negative outcomes for employers and employees. In higher education, middle managers are professional staff with titles such as director, associate director, or assistant director across...
Show moreThis qualitative study furthers understanding of psychological contract violation experiences as examined through the lens of administrative middle managers in higher education settings. Psychological contract is defined as unstated expectations in the employment relationship which, when violated, results in negative outcomes for employers and employees. In higher education, middle managers are professional staff with titles such as director, associate director, or assistant director across academic and student affairs units. The purpose of this phenomenological study was to explore the meaning of violation experiences for administrative middle managers in higher education settings. This study advanced understanding of post-violation outcomes on participants’ work and future career intentions. This study found that participants’ psychological contract violation experiences had a wounding effect, including negative emotional impacts, feelings of isolation, increased vulnerability, and feelings of responsibility for the violation experience. In addition, participants made sense of their violation experience by focusing on their passion for serving students, the importance of work to their identity, and the responsibility they felt as leaders. Study participants remained in their work settings despite the violation experience and negative impacts. This study resulted in implications for practice for three entities: higher education institutions, administrative middle managers, and professional associations.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014254
- Subject Headings
- Educational leadership, Middle managers, Education, Higher--Management, Education, Higher--Administration
- Format
- Document (PDF)
- Title
- SUPPORTING EFFECTIVE INSTRUCTIONAL COACHING: A MULTI-SITE STUDY.
- Creator
- Steadham, Elena, Reyes-Guerra, Daniel, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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The purpose of this multi-site study is to gain an understanding of what practices principals are employing that are impacting the effectiveness of the instructional coaches, as measured by student achievement on end of year state assessments. This study looked at three Tier 3 schools in Miami Dade County Public Schools (MDCPS) that showed significant improvement in student achievement as measured by the statewide assessments. Tier 3 schools are schools in MDCPS that have been identified by...
Show moreThe purpose of this multi-site study is to gain an understanding of what practices principals are employing that are impacting the effectiveness of the instructional coaches, as measured by student achievement on end of year state assessments. This study looked at three Tier 3 schools in Miami Dade County Public Schools (MDCPS) that showed significant improvement in student achievement as measured by the statewide assessments. Tier 3 schools are schools in MDCPS that have been identified by the Florida Department of Education as consistently underperforming. This dissertation sought to understand what practices were implemented by the principals in these schools that the instructional coaches considered supportive of their instructional coaching. The study participants consisted of 3 principals, 3 assistant principals, 3 coaches, and 3 teachers, for a total of 12 participants. The assistant principals were interviewed because they are tasked with supervising various content areas and as such work directly with the coaches. The teachers were interviewed because the role of coaches is to work directly with the teachers, therefore the teachers have insight into their effectives. The participants were asked to reflect on their experience either as an instructional coach or working with the instructional coach. They participated in a 30-to-45-minute interview. Additionally, the school improvement plans, and coaching logs were analyzed.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014237
- Subject Headings
- Instructional coaching, Student achievement, Educational leadership
- Format
- Document (PDF)
- Title
- HOW STUDENT AFFAIRS DIRECTORS USE THEIR ASSESSMENT DATA TO MAKE CHANGES.
- Creator
- Goldstein, Rebecca, Bloom, Jennifer L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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Assessment is frequently cited within the student affairs literature as a way of continuously improving programs, services, and events (Henning & Roberts, 2016; Upcraft & Schuh, 1996). However, the data collected through assessment is infrequently used to improve student affairs offerings due to practitioners’ fear, practitioner’s lack of training, a lack of leadership within the division or university, or an emphasis on assessment as a method of reporting results rather than improving...
Show moreAssessment is frequently cited within the student affairs literature as a way of continuously improving programs, services, and events (Henning & Roberts, 2016; Upcraft & Schuh, 1996). However, the data collected through assessment is infrequently used to improve student affairs offerings due to practitioners’ fear, practitioner’s lack of training, a lack of leadership within the division or university, or an emphasis on assessment as a method of reporting results rather than improving offerings, such as programs, services, initiatives, or events (Cox et al., 2017; Fuller & Lane, 2017). In the limited published studies about how student affairs professionals use assessment data, many professionals admit they do not have a plan to use their assessment data and only a small number have a plan to use their assessment data to make changes (Beshara-Blauth, 2018; Cox et al., 2017; McCaul, 2015; Parnell et al., 2018; Ridgeway, 2014). The purpose of this qualitative study was to understand how student affairs directors who have been identified as exemplars use their assessment data to make changes. The research questions for the study were: 1) How do student affair directors use assessment data in their role to make changes? 2) How do student affairs directors learn to use their data to make changes? And, 3) What influences student affairs directors to use their data to make changes?
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014248
- Subject Headings
- Student affairs administrators, Educational evaluation, Decision making
- Format
- Document (PDF)
- Title
- MAKING A DIFFERENCE IN THE WORLD THROUGH SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS: A PHENOMENOLOGICAL STUDY OF THE LIVED EXPERIENCES OF GRADUATE STUDENTS ENGAGING IN STEMBASED ACADEMIC SERVICE-LEARNING.
- Creator
- Hackman, Aaron Kyle, Bloom, Jennifer, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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This phenomenological study sought to understand the lived experiences of graduate students engaged in STEM-related Academic Service-Learning (AS-L). For the purposes of this study, Academic Service-Learning is a form of experiential learning whereby students complete a service project as a component of a specific course. This study looked at these student AS-L project experiences at the graduate level as a component of STEM-based courses. While the impact of Academic Service-Learning on the...
Show moreThis phenomenological study sought to understand the lived experiences of graduate students engaged in STEM-related Academic Service-Learning (AS-L). For the purposes of this study, Academic Service-Learning is a form of experiential learning whereby students complete a service project as a component of a specific course. This study looked at these student AS-L project experiences at the graduate level as a component of STEM-based courses. While the impact of Academic Service-Learning on the undergraduate experience is well documented, there is no research to date on the graduate experience, much less on graduate students in STEM fields. By understanding the lived experiences of graduate students in STEM-based Academic Service-Learning, this study attempts to fill that gap. The research questions that guided my study were: (1) What types of project-based experiences are graduate students performing in their Academic-Service-Learning designated courses? (2) What are the lived experiences of graduate students who are conducting AS-L projects in the community as a component of a STEM-based AS-L course as perceived by students, faculty, and community partners. (3) What are the lived experiences of the community partners who are hosting the students for their AS-L projects.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014234
- Subject Headings
- Experiential learning, Graduate students, STEM, Service learning
- Format
- Document (PDF)
- Title
- A CRITICAL CONTENT ANALYSIS OF FOUNTAS AND PINNELL’S LLI SYSTEM.
- Creator
- Fedderman, Diana, Vaughan, Michelle, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
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The Fountas and Pinnell Leveled Literacy Intervention System (LLI), first edition, is a textbook series designed for struggling elementary school readers. The materials have become entrenched in the nation’s schools and are currently utilized as an intervention resource in all fifty states and four of the seven largest school districts in Florida. Reading intervention support is a requirement for students in most states, often due to their performance on standardized assessments (Diffey, 2016...
Show moreThe Fountas and Pinnell Leveled Literacy Intervention System (LLI), first edition, is a textbook series designed for struggling elementary school readers. The materials have become entrenched in the nation’s schools and are currently utilized as an intervention resource in all fifty states and four of the seven largest school districts in Florida. Reading intervention support is a requirement for students in most states, often due to their performance on standardized assessments (Diffey, 2016). Moreover, NAEP data indicates that students of color are overrepresented in reading intervention courses; thus, instructional materials choices made for these courses disproportionally affect this population (The Nation’s Report Card, n.d.). As culturally relevant texts are academically beneficial, it is critical that intervention materials are appropriately representative (Aronson & Laughter, 2016; Au, 2001; Sampson & Garrison-Wade, 2011). The purpose of this qualitative critical content analysis of the 731 books within the LLI system was to examine the cultural, ethnic, and racial representation of people/characters of color within the series. Major findings revealed that people/characters of color were depicted from a deficit model (Ladson-Billings, 2018). Coded information revealed 41.5% included a negative characterization while 7.6% offered a positive portrayal. Further, the books exploring the experiences and cultures of people/characters of color depicted undesirable conditions 25.7% of the time while presenting favorable information 2.5% of the time. The final finding centers on what is missing from the stories. Other than a select few texts, the LLI books are colorblind, presenting students an inaccurate view of society. Accordingly, counternarratives and stories that center on social justice/equity are notably absent.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014261
- Subject Headings
- Content analysis, Literacy--Study and teaching (Elementary), Critical race theory
- Format
- Document (PDF)
- Title
- UNPACKING THE LATINO MEN COLLEGE STUDENTS’ LEADERSHIP EXPERIENCES.
- Creator
- Izaguirre, Juan M., Salinas Jr., Cristobal, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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In this qualitative study, learning and engaging in leadership among Latino men college students enrolled at institutions of higher education were examined. The purpose of this narrative study was to explore the stories of how Latino men college students become leaders. Furthermore, this study aimed to understand how Latino men college students engaged in leadership and how they transferred their leadership knowledge between institutions of higher education and their home communities. A...
Show moreIn this qualitative study, learning and engaging in leadership among Latino men college students enrolled at institutions of higher education were examined. The purpose of this narrative study was to explore the stories of how Latino men college students become leaders. Furthermore, this study aimed to understand how Latino men college students engaged in leadership and how they transferred their leadership knowledge between institutions of higher education and their home communities. A narrative design was used to study the stories and experiences (Clandinin, 2006; Connelly & Clandinin, 1990) of eight Latino men college students. Oral histories such as storytelling are a generational avenue within the Latin* community (Bordas, 2001; Delgado, 2002: Marrun, 2020; Rodriguez, 2011). Two semi-structured interviews were used to gather the data from the participants and data was analyzed using two cycles of coding. Lozano’s (2015) Latina/o Leadership Journey was used as the theoretical framework for this study to answer the three research questions focused on how Latino men college students became leaders, engaged in leadership, and transferred their leadership knowledge within their communities. There are three findings to this study that are focused on how Latino men college students become leaders, Latino men’s leadership engagement, and transferring leadership knowledge in different communities. The three findings had two to three themes that support the findings. Each of the findings address and answer the three research questions. Recommendations for policy, practice, and future research are also addressed to support the lived experiences of Latino men college students in their process to become leaders.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014251
- Subject Headings
- College students, Hispanic American men, Leadership
- Format
- Document (PDF)
- Title
- A COACHING CONNECTION FOR SCHOOL PRINCIPALS TO PREPARE ASPIRING LEADERS IN BUILDING AND SUSTAINING EQUITABLE LEARNING ENVIRONMENTS.
- Creator
- Policastro, Katherine Rena, Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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Demographics of the United States’ school system continue to change and diversify. Meeting the needs of diverse learners is critical to the success of all children. Building and sustaining equitable learning environments has proven to be a challenging task for school leaders. Barriers that hinder equity continue to plague schools and are rooted in systems of organizational injustice. Research suggests that leaders who are able to utilize socially just and culturally responsive leadership...
Show moreDemographics of the United States’ school system continue to change and diversify. Meeting the needs of diverse learners is critical to the success of all children. Building and sustaining equitable learning environments has proven to be a challenging task for school leaders. Barriers that hinder equity continue to plague schools and are rooted in systems of organizational injustice. Research suggests that leaders who are able to utilize socially just and culturally responsive leadership practices build and sustain equitable learning environments. School leaders have a large impact on the equity driven practices that exist within the organization; however, research indicates that they may not be prepared to lead such practices. Therefore, supporting the path of aspiring leaders through coaching, since they will eventually lead the charge, has great potential to be critical in the success of equity in our schools, and was the focus of this study. The purpose of this qualitative case study was to explore and describe the coaching relationship between the principal and aspiring leader in order to understand how this relationship furthers the development of the aspiring leader into a school leader devoted to building and sustaining equitable learning environments.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014355
- Subject Headings
- School principals, Educational leadership, Educational policy
- Format
- Document (PDF)