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- Title
- Young Children in Foster Care: A Phenomenological Study of Early Childhood Teachers Experiences.
- Creator
- Rushing, Jacqueline Marie, Bhagwanji, Yashwant, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
The purpose of this phenomenological study was to understand, describe, and make meaning of the experiences of early childhood educators of young foster care students. The researcher examined the experiences of teachers regarding the attachment behaviors of their foster care students. This study also sought to explore how early childhood teachers implement their curriculum and how they design their classroom environment to meet the needs of young foster care children. Data collection and...
Show moreThe purpose of this phenomenological study was to understand, describe, and make meaning of the experiences of early childhood educators of young foster care students. The researcher examined the experiences of teachers regarding the attachment behaviors of their foster care students. This study also sought to explore how early childhood teachers implement their curriculum and how they design their classroom environment to meet the needs of young foster care children. Data collection and analysis included 20 questionnaires and 20 face-to-face semistructured interviews. Data analysis consisted of a three step process. The first step began by reading interviews through a holistic approach. During this step, the researcher read the entire transcript as a whole before digging deeper. The second step in coding was a selective reading. In this step, the researcher read through each transcript by finding key words and/or phrases. The third step in the coding process was a detailed reading. The researcher read the text word-by-word. This step aided the researcher in finding those words that captured the phenomenon of the teachers. The researcher found three major overarching themes: social and emotional behaviors, triad relationship, and classroom accommodations. This study revealed three main themes: attachment-related behaviors of social and emotional development, teacher relationship strategies with student and caregiver, and classroom curricular and environmental adjustments. Within all three of these themes was an underlying theme of a teacher-as-mother perceived attachment from the teachers. The teacher-as-mother perceived attachment was embedded in the experiences of the teachers. It is recommended that this main theme be explored in future research. The experiences of the teachers were completely based on their experiences in this study. The way they intervened on behalf of their foster care students did not appear to relate to any professional development or training; it was entirely based on their experiences. It is recommended that the arena of early childhood would benefit immensely with a course, training, or professional development in learning about the foster care system and dealing with young children in foster care.
Show less - Date Issued
- 2018
- PURL
- http://purl.flvc.org/fau/fd/FA00005968
- Subject Headings
- Children--Institutional care, Phenomenology, Early childhood teachers
- Format
- Document (PDF)
- Title
- Writing, elementary teachers, and English language learners: a case study of teacher reported pedagogical knowledge and collaborative inquiry in a title 1 school.
- Creator
- East, Jill A., Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This qualitative case study was conducted to investigated whether selected 3rd-5th teachers in a Title 1 school increased their understanding as they described and used their pedagogical Content Knowledge (PCK) in writing aligned with the Common Core Anchor Standards 1-6. It also examined how the teachers collaborated to advance their knowledge in the area of ELs in the classroom. Qualitative data were collected in the form of 15 participant interviews and 15 Learning Team Meeting (LTM)...
Show moreThis qualitative case study was conducted to investigated whether selected 3rd-5th teachers in a Title 1 school increased their understanding as they described and used their pedagogical Content Knowledge (PCK) in writing aligned with the Common Core Anchor Standards 1-6. It also examined how the teachers collaborated to advance their knowledge in the area of ELs in the classroom. Qualitative data were collected in the form of 15 participant interviews and 15 Learning Team Meeting (LTM) observations. The data from the interviews and observations were used to investigate how participants implemented the Common Core Anchor Standards (CCAS) 1-6 in their classrooms. The data also sought to examine how the participants’ collaboration in LTMs contributed to the selected 3rd-5th grade teachers’ PCK with respect to CCAS 1-6 and support for their English language learners (EL). The findings indicated that participants recognized various EL instructional strategies embedded in the subject matter of writing. Further, the data indicated that the dual language participants collaborated as an effective means for delivering various EL instructional strategies.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004441, http://purl.flvc.org/fau/fd/FA00004441
- Subject Headings
- Early childhood education -- Philosophy, English language -- Composition and exercises -- Study and teaching (Elementary), English language -- Study and teaching as a second language, Inquiry based learning, Language arts (Elementary), Language experience approach in education, Pedagogical content knowledge, Second language acquisition
- Format
- Document (PDF)
- Title
- Why Parents Choose Non-Denominational Private Schools for Their Children: Preferences In International Settings.
- Creator
- Segovia Bonet, Jorge, Reyes-Guerra, Daniel, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This study offers a better understanding of the reasons why parents from six different countries across the Western hemisphere chose private, non-denominational schools for their children’s education. The findings deepen the knowledge in what is currently an underdeveloped field of research in education. The overarching research question was: What are the primary reasons why parents chose a private nondenominational school in Mexico, Spain, Costa Rica, United States, United Kingdom, and South...
Show moreThis study offers a better understanding of the reasons why parents from six different countries across the Western hemisphere chose private, non-denominational schools for their children’s education. The findings deepen the knowledge in what is currently an underdeveloped field of research in education. The overarching research question was: What are the primary reasons why parents chose a private nondenominational school in Mexico, Spain, Costa Rica, United States, United Kingdom, and South Africa for their children’s education? To explore this question in depth, the researcher considered five sub-questions and employed a grounded theory qualitative research design. Data were collected twofold through focus groups and individual interviews and analyzed iteratively to develop a fresh theoretical perspective on the topic of parent school choice. Extant literature explains that the most frequent reasons to choose a private school include quality of education, location, participation of parents and being able to be heard, financial resources, and parents’ prior educational experiences. Contributing to the literature, this study revealed four major reasons for private school selection: consideration of private education as an investment for the future, smaller class size, the opportunity for students and their families to establish social contacts, and the academic quality of the school. In addition, three reasons specific to certain countries were identified: importance of learning the English language, quality of the facilities, and extended school day. Finally, eight additional secondary reasons were found including: international character of the school, happiness of the students in the school, distance from parents’ home, quality of the environment, prestige or tradition of the school, private management and organization, values and ethos of the school, and the non-denominational nature of the school. These findings can help private—and public—school administrators make better decisions to improve the quality of their educational offerings in knowing what parents most value. Parents may also find value in understanding the factors for consideration when evaluating public versus private school options. Finally, recommendations for practice and research for the field of education are offered.
Show less - Date Issued
- 2019
- PURL
- http://purl.flvc.org/fau/fd/FA00013260
- Subject Headings
- Private schools, Parents, School choice, International
- Format
- Document (PDF)
- Title
- WHAT’S SCHOOL GOT TO DO WITH IT?PERCEPTIONS OF THE EDUCATIONAL EXPERIENCES OF YOUTH WHO HAVE EXPERIENCED INTERRUPTIONS TO THEIR PUBLIC SCHOOL EDUCATION.
- Creator
- Judd, Leslie, Mountford, Meredith, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
In today’s educational climate highly focused on accountability, often measured through high stakes testing and graduation rates, it is critical that school leaders return to a focus on the initial aim of public education and ensure all students are afforded a quality education until graduation. Unfortunately, over 25,000 school-aged children in Florida are arrested for a felony offense annually, which is just one of many paths leading to an interruption in their learning and often entrance...
Show moreIn today’s educational climate highly focused on accountability, often measured through high stakes testing and graduation rates, it is critical that school leaders return to a focus on the initial aim of public education and ensure all students are afforded a quality education until graduation. Unfortunately, over 25,000 school-aged children in Florida are arrested for a felony offense annually, which is just one of many paths leading to an interruption in their learning and often entrance to the school-to-prison pipeline. Additionally, these students are often not allowed to return or have their return to traditional school settings postponed by being placed at alternative school settings. The purpose of this qualitative phenomenology study was to describe the K-12 educational experience as perceived by males ages 15-21 who had an interruption in their education while attending a public school in Florida. The perceptions of the K-12 educational experiences were generally defined as what each participant reported as his personal experience while attending a K-12 public educational setting.
Show less - Date Issued
- 2020
- PURL
- http://purl.flvc.org/fau/fd/FA00013611
- Subject Headings
- Educational administration, Educational leadership, Educational policy
- Format
- Document (PDF)
- Title
- West Indian Immigrant Women: The Higher Education Lived Experiences of Undergraduate and Graduate Students at Florida Atlantic University.
- Creator
- Lalla, Shireen, Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This phenomenological study explored the perceptions and lived experiences of female West Indian immigrant students as they academically and socially acculturated while attending Florida Atlantic University (FAU). Snowball techniques were employed to select 11 female immigrant West Indian undergraduate and graduate students living in southeastern Florida and attending FAU. Data were gathered from two in-depth one-on one interviews with each participant. Stories emerged that highlight the...
Show moreThis phenomenological study explored the perceptions and lived experiences of female West Indian immigrant students as they academically and socially acculturated while attending Florida Atlantic University (FAU). Snowball techniques were employed to select 11 female immigrant West Indian undergraduate and graduate students living in southeastern Florida and attending FAU. Data were gathered from two in-depth one-on one interviews with each participant. Stories emerged that highlight the immigrant experiences of these female West Indian students. Such narratives have been lacking in the higher education literature about how this population of women persists in colleges and universities in the United States (U.S.). Six findings emerged that constituted the acculturation and adjustment experiences of these women: 1) family influence, 2) financial difficulties, 3) emotional and physical challenges, 4) institutional support, 5) women’s empowerment, and 6) host society adaptation. In conclusion, female West Indian immigrant students are a valuable asset and provide a tremendous benefit to higher education institutions in the U.S. in terms of cultural and academic contributions that they offer. More attention needs to be paid towards better preparing university staff, administrators, and faculty. This can lead to increased retention and graduation rates. The study gives voice to these women whose lived experiences in higher education have been so seldom addressed. Analysis of their experiences suggests a plan of action that includes: family engagement programming, on-campus financial support, student health services outreach, healthier dining options, mentorship programs, immigrant student support services department, online community support, faculty, cultural awareness, and immigrant student programming. Recommendations for future research are also discussed.
Show less - Date Issued
- 2019
- PURL
- http://purl.flvc.org/fau/fd/FA00013227
- Subject Headings
- Women--West Indies, Immigrant students, Acculturation, Phenomenology--Research
- Format
- Document (PDF)
- Title
- Was I Ready? The Perceptions of Preparedness of New Student Affairs Professionals Who Served as Graduate Assistants.
- Creator
- Byard, Lisa A Samuda, Laanan, Frankie Santos, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
According to higher education preparation standards, students who complete master’s preparation programs in student affairs should not only be acquiring skills and knowledge, they should be socialized into the field of student affairs Master’s level preparation programs in college student personnel or higher education leadership are often coupled with a graduate assistantship so that students are able to obtain valuable theory-to-practice experience This additional experience becomes...
Show moreAccording to higher education preparation standards, students who complete master’s preparation programs in student affairs should not only be acquiring skills and knowledge, they should be socialized into the field of student affairs Master’s level preparation programs in college student personnel or higher education leadership are often coupled with a graduate assistantship so that students are able to obtain valuable theory-to-practice experience This additional experience becomes complementary to the work the graduate student is doing in the classroom and thus becomes a practical learning opportunity After completing a preparation program, a former master’s student will most likely move into an entry-level position in student affairs, such as residence hall director, student activities coordinator, judicial affairs coordinator, or a fraternity/sorority coordinator However, despite this common career pathway, there has been limited research regarding the role a student affairs graduate assistantship plays in assisting students in their socialization and transition into the field and how this prepares these new student affairs professionals for their first position post-master’s degree Thirteen new professionals in student affairs who graduated from two preparation programs in the southeastern region of the United States participated in this basic interpretive qualitative study The purpose of this basic interpretive qualitative study was to examine and describe the experience of new student affairs professionals who held a graduate assistantship in student affairs during their graduate preparation program and the role, if any, the graduate assistantship played in their perceptions of preparedness Based on the findings of this study, the graduate assistantship in student affairs indeed plays a role in the perceptions of preparedness of these new professionals The overarching themes that emerged using Schlossberg’s (1984) transition theory as the analytical lens were mentorship, hands-on experience, peer interactions, and financial enticement The findings from this study align with and expand upon the existing student affairs literature, and provide awareness to student affairs practitioners and higher education leadership faculty on how to best support new professionals as they transition into the field of student affairs
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004743
- Subject Headings
- Student affairs administrators--In-service training--United States, Student affairs administrators--Supervision of--United States, Student affairs administrators--Professional relationships--United States, Educational leadership, Mentoring in education, Education, Higher--Administration, Student counselors--Training of
- Format
- Document (PDF)
- Title
- Virtual science instructional strategies: a set of actual practices as perceived by secondary science educators.
- Creator
- Gillette, Tammy J., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this proposed research study was to identify actual teaching practices/instructional strategies for online science courses. The identification of these teaching practices/instructional strategies could be used to compile a set of teaching practices/instructional strategies for virtual high school and online academy science instructors. This study could assist online science instructors by determining which teaching practices/instructional strategies were preferred for the...
Show moreThe purpose of this proposed research study was to identify actual teaching practices/instructional strategies for online science courses. The identification of these teaching practices/instructional strategies could be used to compile a set of teaching practices/instructional strategies for virtual high school and online academy science instructors. This study could assist online science instructors by determining which teaching practices/instructional strategies were preferred for the online teaching environment. The literature reviewed the role of online and face-to-face instructional strategies, then discussed and elaborated on the science instructional strategies used by teachers, specifically at the secondary level. The current literature did not reflect an integration of these areas of study. Therefore, the connectedness of these two types of instructional strategies and the creation of a set of preferred instructional practices for online science instruction was deemed necessary. For the purpose of this study, the researcher designed a survey for face-to-face and online teachers to identify preferred teaching practices, instructional strategies, and types of technology used when teaching high school science students. The survey also requested demographic data information from the faculty members, including years of experience, subject(s) taught, and whether the teacher taught in a traditional classroom or online, to determine if any of those elements affect differences in faculty perceptions with regard to the questions under investigation. The findings from the current study added to the literature by demonstrating the differences and the similarities that exist between online and face-to-face instruction. Both forms of instruction tend to rely on student-centered approaches to teaching., There were many skills that were similar in that both types of instructors tend to focus on implementing the scientific method. The primary difference is the use of technology tools that were used by online instructors. Online instructors tend to rely on more technological tools such as virtual labs. A list of preferred instructional practices was generated from the qualitative responses to the open-ended questions. Research concerned with this line of inquiry should continue in order to enhance both theory and practice in regard to online instruction.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/2182083
- Subject Headings
- Distance education, Computer-assisted instruction, Science, Study and teaching (Secondary), Computer-assisted instruction, Education, Effect of technological innovations on, Teaching, Aids and devices
- Format
- Document (PDF)
- Title
- VIRTUAL PROCEDURAL FACILITATOR TRAINING WITH VIDEO MODELING: IMPACT ON THE OPINION WRITING OF ELEMENTARY SCHOOL- AGED CHILDREN WITH AUTISM SPECTRUM DISORDER.
- Creator
- Launder, Susanna M., Miller, Katie, Florida Atlantic University, Department of Exceptional Student Education, College of Education
- Abstract/Description
-
Autism Spectrum Disorder (ASD) impacts one in every 44 children in the United States (CDC, 2022) and is characterized by marked deficits in social communication with the presence of restricted interests and repetitive behaviors. Students with ASD are increasingly being educated in the general education classroom and are expected to meet the curricular demands thereof (Roberts & Webster, 2020). Due to the core features of their disability, these students often experience significant challenges...
Show moreAutism Spectrum Disorder (ASD) impacts one in every 44 children in the United States (CDC, 2022) and is characterized by marked deficits in social communication with the presence of restricted interests and repetitive behaviors. Students with ASD are increasingly being educated in the general education classroom and are expected to meet the curricular demands thereof (Roberts & Webster, 2020). Due to the core features of their disability, these students often experience significant challenges in written expression. Writing, across content areas, is a primary means in which student learning is measured and evaluated. The COVID-19 pandemic forced educators to explore the use of technology, through the application of synchronous and asynchronous instructional models, to meet the needs of all students while also providing access to Evidence Based Practices (EBPs) and rigorous content (Cox et al., 2021). This study examined the effects of an intervention package consisting of video modeling and virtual coaching on the use of a procedural facilitator (PF) as a planning tool on the overall written quality of the opinion writing with elementary school-aged children with ASD. Writing quality was measured by the presence of planned paragraph elements, Correct Word Sequences (CWS), and Total Words Written (TWW). The significance, acceptability, and effectiveness of the intervention package was also explored. Results indicate a functional relationship between the intervention package and the presence of planned paragraph elements. The intervention package did not directly impact CWS or TWW. Participant perceptions of the intervention package were generally positive. Caregiver perceptions of the intervention package were generally positive. Implications of the present study are discussed along with limitations and recommendations for future research.
Show less - Date Issued
- 2022
- PURL
- http://purl.flvc.org/fau/fd/FA00014058
- Subject Headings
- Autism spectrum disorders in children, Education, Elementary, Writing skills, Teaching with technology
- Format
- Document (PDF)
- Title
- Virtual K-12 leadership: a postmodern paradigm.
- Creator
- Tucker, Tommy N., Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This phenomenological, mixed-method study compared and contrasted virtual K- 12 school leadership with traditional face-to-face leadership. All 106 participants served for a minimum of two years in each setting. The study was conducted in two phases in order to reveal consensus and dissensus points of view. Conceptually, a postmodern framework was used to deliberately create spaces for new leadership ideas to emerge through surveys and interviews. The data included teachers and leaders from...
Show moreThis phenomenological, mixed-method study compared and contrasted virtual K- 12 school leadership with traditional face-to-face leadership. All 106 participants served for a minimum of two years in each setting. The study was conducted in two phases in order to reveal consensus and dissensus points of view. Conceptually, a postmodern framework was used to deliberately create spaces for new leadership ideas to emerge through surveys and interviews. The data included teachers and leaders from charter, district, and state virtual K-12 schools. Phase one of the study used a modified Delphi methodology, consisting of an Internet-based survey and semantic differential survey. The second phase was a round of interviews, seeking similarities and differences between leadership in the two domains. Using the lens of postmodernism, the nuances of difference arising from contextual factors were examined, along with the often-unheard voices of dissensus within the ranks of virtual K-12 leaders and teachers. Among the major findings, the study revealed no significant differences in leadership between traditional and virtual K-12 leaders. A new paradigm of “leadership by design” was uncovered as one possible means of innovating through virtual K-12 leadership.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004168, http://purl.flvc.org/fau/fd/FA00004168
- Subject Headings
- Education -- Effect of technological innovations on, Educational leadership, School management and organization, Virtual work teams
- Format
- Document (PDF)
- Title
- The vestiges of Brown: an analysis of the placements of African American principals in Florida public schools (2010-2011).
- Creator
- Nesmith, Leo, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to examine and describe the relationship between a school's percentage of African American students enrolled and the placement of an African American principal for all of Florida's K-12 traditional public schools during the academic year 2010-2011. This study also sought to determine if this relationship was moderated by each school's level, size, letter grade, socioeconomic status (FRL), gender of principal, as well as gender and race of the presiding district...
Show moreThe purpose of this study was to examine and describe the relationship between a school's percentage of African American students enrolled and the placement of an African American principal for all of Florida's K-12 traditional public schools during the academic year 2010-2011. This study also sought to determine if this relationship was moderated by each school's level, size, letter grade, socioeconomic status (FRL), gender of principal, as well as gender and race of the presiding district superintendent. Lastly, the relationship between each moderator variable and the placement of African American principals was examined. The ultimate objective was to determine if limited opportunities still widely exist in the placement of African American principals throughout Florida. ... From a legal perspective, although Brown and its progeny of civil rights laws valiantly set out to eliminate race and racism from schools and in the workplace, the findings revealed that race continues to be a factor in determining inequity in principal placements.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fcla/dt/3362578
- Subject Headings
- Racism in education, Discrimination in education, Law and legislation, African American educators, Faculty integration, Education, Urban, Political aspects
- Format
- Document (PDF)
- Title
- Validity of Linear Position Transducers Versus the Optotrak Certus 3D Motion Capture System.
- Creator
- Goldsmith, Jacob A., Zourdos, Michael C., Florida Atlantic University, College of Education, Department of Exercise Science and Health Promotion
- Abstract/Description
-
The purpose of this study was to investigate the validity of linear position transducers (LPTs), The Open Barbell System (OBS) and Tendo Weightlifting Analyzer System (TWAS), in comparison to criterion measure Optotrak Certus (OC3D). Further, we aimed to compare LPTs against each other. Twenty-five resistance-trained males were recruited, and reported to the laboratory for one day of data collection. Subjects performed one-repetition maximum (1 RM) testing of the squat, then had a...
Show moreThe purpose of this study was to investigate the validity of linear position transducers (LPTs), The Open Barbell System (OBS) and Tendo Weightlifting Analyzer System (TWAS), in comparison to criterion measure Optotrak Certus (OC3D). Further, we aimed to compare LPTs against each other. Twenty-five resistance-trained males were recruited, and reported to the laboratory for one day of data collection. Subjects performed one-repetition maximum (1 RM) testing of the squat, then had a standardized rest before completing one set to failure with 70% 1 RM. There was no significant difference in average velocity (AV) between either LPT vs. OC3D. T-tests revealed significant differences between LPTs and OC3D peak velocity (PV) (OBS: p=0.02080; TWAS: p<0.01). A significant difference was detected between OBS and TWAS PV (p<0.01). OBS and TWAS demonstrated concurrent validity compared to OC3D for AV (OBS: p=0.2014; TWAS: p=0.5466). Neither LPT was a valid measure ofPV (OBS: p=0.0208; TWAS: p<0.01).
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004711, http://purl.flvc.org/fau/fd/FA00004711
- Subject Headings
- Biomechanics, Computers, Special purpose, Coordinate measuring machines, Mechatronics, Medical electronics -- Instrumentation, Transducers
- Format
- Document (PDF)
- Title
- VALIDATING THE EFFECTIVENESS OF A GOTTMAN METHOD COUPLES THERAPY INTERVENTION, THE TRUST REVIVAL METHOD, FOR AFFAIR RECOVERY: A RANDOMIZED CONTROL TRIAL.
- Creator
- Irvine, Taylor J., Peluso, Paul, Florida Atlantic University, Department of Counselor Education, College of Education
- Abstract/Description
-
The present study applies a Gottman Method Couples Therapy (GMCT) intervention, the Trust Revival Method (TRM), to couples' relationships following an affair, using a randomized control waitlist design. Couples (n= 84) were recruited nationally and internationally and subsequently randomized to either an immediate treatment group or a 3-week waitlist group. A 6-month post-trial follow-up was conducted for couples that completed treatment. The revised Specific Affect Coding System (Coan &...
Show moreThe present study applies a Gottman Method Couples Therapy (GMCT) intervention, the Trust Revival Method (TRM), to couples' relationships following an affair, using a randomized control waitlist design. Couples (n= 84) were recruited nationally and internationally and subsequently randomized to either an immediate treatment group or a 3-week waitlist group. A 6-month post-trial follow-up was conducted for couples that completed treatment. The revised Specific Affect Coding System (Coan & Gottman, 2007) was used to code couples' interactions during a 10–15-minute conflict discussion. Significant effects were found when comparing couples' codes against treatment retention and later relationship functioning. Couples also completed various assessments three times during the study, including the 480-question Gottman Connect (GC) assessment tool. Couples on the 3-week waitlist completed one additional pre-treatment assessment before their 3-week wait commenced. Multivariate statistics with appropriate univariate follow-up procedures were employed to determine group differences between the control and experimental groups. Follow-up procedures were also conducted to investigate any differential rates of symptom reduction or treatment success. The researcher used path analysis procedures following Actor Partner Interdependence Model (APIM- Kenny et al., 2020) assumptions to examine the effects of the intervention on overall relationship satisfaction and subsequent affair recovery, revealing significant effects between assessment scores and coded behaviors. Clinical significance testing also showed significant effects in specific relationship domains. The results add to the current research literature, validating GMCT as an effective broad-based couple therapy approach to repair relationships following infidelity. Implications for clinical practice, graduate training, and research are discussed.
Show less - Date Issued
- 2022
- PURL
- http://purl.flvc.org/fau/fd/FA00013994
- Subject Headings
- Couples therapy, Extramarital Relations, Adultery, Couples Therapy--methods
- Format
- Document (PDF)
- Title
- Using WatchMinder to increase the on-task behavior of students with autism spectrum disorder.
- Creator
- Finn, Lisa., College of Education, Department of Exceptional Student Education
- Abstract/Description
-
In this study the effectiveness of WatchMinderTM, a vibrating prompt watch, was examined as a component of a self-monitoring intervention package to help students with autism increase on-task behavior during independent seatwork. A multitude of literature since the 1970s has suggested that self-monitoring interventions are integral in increasing task engagement. Tactile prompting devices are a new aspect of self-monitoring interventions, and the limited research has shown that these...
Show moreIn this study the effectiveness of WatchMinderTM, a vibrating prompt watch, was examined as a component of a self-monitoring intervention package to help students with autism increase on-task behavior during independent seatwork. A multitude of literature since the 1970s has suggested that self-monitoring interventions are integral in increasing task engagement. Tactile prompting devices are a new aspect of self-monitoring interventions, and the limited research has shown that these unobtrusive devices are effective for providing feedback to monitor their behavior. Self-graphing is another component of self-monitoring interventions that has received little attention in the literature. However, many studies recognize the importance for individuals to be active participants in their educational programs by analyzing progress and being a part of the decision making process. This study assessed the use of WatchMinder and self-graphing on the on-task behavior of four elementary students with autism in the special education setting.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fcla/dt/3362336
- Subject Headings
- Autism spectrum disorders in children, Treatment, Autism spectrum disorders in children, Behavior modification, Behavior disorders in children, Treatment, Communication in education, Cognitive therapy, Methodology
- Format
- Document (PDF)
- Title
- Using the symbolic expression of sand tray to kinesthetically connect to the inner cognitions of individuals diagnosed with a neurocognitive disorder.
- Creator
- Parsons, Mindy A., Peluso, Paul R., College of Education, Department of Counselor Education
- Abstract/Description
-
This qualitative case study investigated the impact of sand tray on individuals diagnosed with Alzheimer’s and other forms of dementia. Four participants successfully completed the creation of sand trays while the researcher observed, interviewed, and documented the individual sand trays. The intervention established that sand tray allows the dementia patient to kinesthetically connect to their inner cognitions through the intentional symbolic expression offered by this unique therapeutic...
Show moreThis qualitative case study investigated the impact of sand tray on individuals diagnosed with Alzheimer’s and other forms of dementia. Four participants successfully completed the creation of sand trays while the researcher observed, interviewed, and documented the individual sand trays. The intervention established that sand tray allows the dementia patient to kinesthetically connect to their inner cognitions through the intentional symbolic expression offered by this unique therapeutic medium. Using a series of eight sand trays of varying thematic concepts, the participants were offered a modality to facilitate a synthesization of their continued individuation, presenting a possible neural pathway to connect and express thoughts, feelings, emotions, concerns, challenges, and fears. The findings of this study include the fact that all trays were classified as “empty” and that the majority of the participants placed objects almost exclusively on the right side of the tray, which is commonly associated with the concreteor conscious side. The use of sand tray allowed each individual the opportunity to create autobiographies in the sand and literally navigate through time – past, present, and future, confronting fears, expressing hope and possibilities. The results of the research study offer insight into the psychotherapeutic effects of using sand tray with dementia patients, as well as a better understanding of the cognitive and expressive abilities and limitations of an individual with impaired memory. The results also offer insight into the difficulties with short-term memory in this population and possibly indicate a potential means for monitoring cognitive decline. Keywords: Neurocognitive disorder, Alzheimer’s, dementia, sand tray, play therapy
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fau/fd/FA0004043
- Subject Headings
- Alzheimer's disease -- Treatment, Cognition disorders -- Treatment, Cognitive psychology, Play therapy, Psychodiagnostics, Sandplay -- Therapeutic use
- Format
- Document (PDF)
- Title
- Using the "We the People...The Citizen and the Constitution" curriculum to improve middle school minority student knowledge and understanding of the United States Constitution and perception of their rights and responsibilities in American society.
- Creator
- Shreffler, Michael R., Florida Atlantic University, College of Education, Department of Teaching and Learning
- Abstract/Description
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The focus of this study was to determine whether the We the People...The Citizen and the Constitution curriculum improved knowledge and understanding of the U.S. Constitution of middle school minority students. A second focus of this study was to determine if the same curriculum improved student perception of their rights and responsibilities in American society. The Test on the History and Principles of the United States Constitution Level II was used to determine whether there existed a...
Show moreThe focus of this study was to determine whether the We the People...The Citizen and the Constitution curriculum improved knowledge and understanding of the U.S. Constitution of middle school minority students. A second focus of this study was to determine if the same curriculum improved student perception of their rights and responsibilities in American society. The Test on the History and Principles of the United States Constitution Level II was used to determine whether there existed a difference between middle school minority students participating in the We the People...The Citizen and the Constitution curriculum and middle school minority students enrolled in the traditional textbook-driven civics education program. The second instrument, Student Perception Questionnaire, measured perception of the rights and responsibilities of middle school minority students who participated in the We the People...The Citizen and the Constitution curriculum and students enrolled in the traditional textbook-driven civics education curriculum. The instruments were administered to a total of 247 8th grade middle school students. The inquiry found significant differences in knowledge and understanding between 8th grade students who used the We the People...The Citizen and the Constitution curriculum and students who used the traditional textbook-driven civics education curriculum. Independent sample t tests revealed mean pretest values to be nearly identical but posttest values to be higher among students using the We the People...The Citizen and the Constitution curriculum. The results demonstrated that the We the People...The Citizen and the Constitution curriculum had a greater impact on the knowledge and understanding of the U.S. Constitution of middle school minority students participating in the We the People...The Citizen and the Constitution curriculum compared to students enrolled in the traditional textbook-driven civics education program. The study also found that there was only a marginally improved student perception between those students who participated in the We the People...The Citizen and the Constitution curriculum and students enrolled in the traditional textbook-driven curriculum. Independent sample tests revealed that the change was insignificant. Research on effective citizenship education programs in American schools can play a significant role in the continuous efforts of social studies educators in promoting political participation among minority populations.
Show less - Date Issued
- 2003
- PURL
- http://purl.flvc.org/fcla/dt/12058
- Subject Headings
- Education, Bilingual and Multicultural, Education, Secondary, Education, Social Sciences, Sociology, Ethnic and Racial Studies, Education, Curriculum and Instruction
- Format
- Document (PDF)
- Title
- USING CULTURALLY SUSTAINING SYSTEMIC FUNCTIONAL LINGUISTICS-INFORMED LESSONS TO SUPPORT EMERGENT BILINGUAL STUDENTS’ ACADEMIC LANGUAGING.
- Creator
- Cavallaro, Christina Joan, Sembiante, Sabrina F., Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
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Emergent bilingual (EB) students enter classrooms with rich, diverse language repertoires. Too often, students’ linguistic assets are not meaningfully integrated to foster or support opportunities of academic languaging in which students can engage their full range of semiotic resources. This is particularly problematic in middle school during which literacy demands increase, academic genres need to be reproduced rather than solely comprehended, and explicit literacy instruction typically...
Show moreEmergent bilingual (EB) students enter classrooms with rich, diverse language repertoires. Too often, students’ linguistic assets are not meaningfully integrated to foster or support opportunities of academic languaging in which students can engage their full range of semiotic resources. This is particularly problematic in middle school during which literacy demands increase, academic genres need to be reproduced rather than solely comprehended, and explicit literacy instruction typically decreases (Humphrey, 2017; Rose, 2010). Through a design-based research (DBR) approach, this study showcases how Culturally Sustaining Systemic Functional Linguistics (CSSFL), a theoretical and pedagogical approach, can support middle school students’ engagement in explicit and equitable literacy practices within the unique context of an intensive reading English for Speakers of Other Languages (ESOL) classroom. Throughout the DBR phases, qualitative data from observations, student artifacts, lesson plans, and researcher notes were collected and analyzed to address the following research questions: (RQ1) What are the cultural, linguistic, and literacy practices of EB students within a culturally and linguistically diverse (CLD) intensive reading middle school classroom? (RQ2) What do CSSFL-informed lessons comprise when created in response to the EB middle school students’ needs and practices through a DBR approach? (RQ3) How do the students engage in the practices of the CSSFL-informed lessons? Designing, implementing, and evaluating the CSSFL-informed lessons demonstrated how the use of multimodal resources eased students’ hesitancy and facilitated meaning-making opportunities, how students used translanguaging for multiple purposes, and how students became conscientious about language use while establishing connections to their existing linguistic knowledge. Results of this study offer insights into how theory-practice bridges can be established in middle school classrooms to develop spaces where students have opportunities to expand on their cultural and linguistic assets as they understand, manipulate, and remix for academic purposes (Harman & Khote, 2018). Moreover, the findings illuminate the feasibility of implementing culturally sustaining, language focused practices that can push boundaries of restrictive curricular structures while forefronting students’ language backgrounds in their learning.
Show less - Date Issued
- 2020
- PURL
- http://purl.flvc.org/fau/fd/FA00013602
- Subject Headings
- Education, Bilingual, Functional linguistics, English for Speakers of Other Languages Program
- Format
- Document (PDF)
- Title
- Using concept maps to explore preservice teachers' perceptions of science content knowledge, teaching practices, and reflective processes.
- Creator
- Somers, Judy L., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
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This qualitative study examined seven preservice teachers' perceptions of their science content knowledge, teaching practices, and reflective processes through the use of the metacognitive strategy of concept maps. Included in the paper is a review of literature in the areas of preservice teachers' perceptions of teaching, concept development, concept mapping, science content understanding, and reflective process as a part of metacognition. The key questions addressed include the use of...
Show moreThis qualitative study examined seven preservice teachers' perceptions of their science content knowledge, teaching practices, and reflective processes through the use of the metacognitive strategy of concept maps. Included in the paper is a review of literature in the areas of preservice teachers' perceptions of teaching, concept development, concept mapping, science content understanding, and reflective process as a part of metacognition. The key questions addressed include the use of concept maps to indicate organization and understanding of science content, mapping strategies to indicate perceptions of teaching practices, and the influence of concept maps on reflective process. There is also a comparison of preservice teachers' perceptions of concept map usage with the purposes and practices of maps as described by experienced teachers. Data were collected primarily through interviews, observations, a pre- and post-concept mapping activity, and an analysis of those concept maps using a rubric developed for this study. Findings showed that concept map usage clarified students' understanding of the organization and relationships within content area and that the process of creating the concept maps increased participants' understanding of the selected content., The participants felt that the visual element of concept mapping was an important factor in improving content understanding. These participants saw benefit in using concept maps as planning tools and as instructional tools. They did not recognize the use of concept maps as assessment tools. When the participants were able to find personal relevance in and through their concept maps they were better able to be reflective about the process. The experienced teachers discussed student understanding and skill development as the primary purpose of concept map usage, while they were able to use concept maps to accomplish multiple purposes in practice.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/221953
- Subject Headings
- Science, Study and teaching, Methodology, Concept learning, Metacognition in children, Education, Effect of technological innovations on
- Format
- Document (PDF)
- Title
- Using an Instructional Package to Teach Cardiopulmonary Resuscitation with Automated External Defibrillator to College Students with Developmental Disabilities.
- Creator
- Kearney, Kelly B., Dukes, Charles, Florida Atlantic University, College of Education, Department of Exceptional Student Education
- Abstract/Description
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Adults with developmental disabilities may not learn the safety skills needed to maintain the safety of those within their communities. Basic life-saving skills are valued by community members and increase independent and integrated living and employment opportunities. This study used an instructional package consisting of modeling, task analysis, and simultaneous prompting to teach college students with developmental disabilities a basic life-saving skill, specifically how to perform...
Show moreAdults with developmental disabilities may not learn the safety skills needed to maintain the safety of those within their communities. Basic life-saving skills are valued by community members and increase independent and integrated living and employment opportunities. This study used an instructional package consisting of modeling, task analysis, and simultaneous prompting to teach college students with developmental disabilities a basic life-saving skill, specifically how to perform cardiopulmonary resuscitation (CPR) with the use of an automated external defibrillator (AED). Phase 1 of the study used the instructional package to teach the students to perform CPR. Once mastered, Phase 2 of the study taught students to use an AED, incorporating it into the CPR chain. Results showed that the students’ accuracy with the tasks increased after the introduction of the instructional package, generalized to a novel environment, and maintained once the instructional package was removed. Implications and future research are discussed.
Show less - Date Issued
- 2018
- PURL
- http://purl.flvc.org/fau/fd/FA00013078
- Subject Headings
- CPR (First aid)--Study and teaching., College students with disabilities., Developmental disabilities., automated external defibrillator.
- 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 USE OF VIDEOTAPE MODULES TO IMPROVE TEACHING METHODS AND TECHNIQUES OF COMMUNITY COLLEGE ART TEACHERS.
- Creator
- ANDERSON, GEORGE S., JR., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
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The purpose of this study was to develop effective means of teaching certain fundamental concepts in art to community college art teachers and to community college art students. The study was limited to community college art teachers and art students with emphasis on the problems of teaching a diverse art student population. A review of the literature provided information that community college art teachers are confronted with a diverse student body having varied learning styles and art...
Show moreThe purpose of this study was to develop effective means of teaching certain fundamental concepts in art to community college art teachers and to community college art students. The study was limited to community college art teachers and art students with emphasis on the problems of teaching a diverse art student population. A review of the literature provided information that community college art teachers are confronted with a diverse student body having varied learning styles and art experiences. The art teacher does need different instructional methods in order to effectively present the subject matter. The literature was also a source of information that was used in the development of two instructional videotape modules.
Show less - Date Issued
- 1979
- PURL
- http://purl.flvc.org/fcla/dt/11742
- Subject Headings
- Education, Art
- Format
- Document (PDF)