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- Title
- The role of identity in posttraumatic growth and psychological adjustment for adults with cancer.
- Creator
- Abernathy, Barbara E., College of Education, Department of Counselor Education
- Abstract/Description
-
This mixed methods sequential research study was performed to explore the role of identity in posttraumatic growth and psychological adjustment for adults with cancer. One hundred nineteen individuals participated in an online survey which included items from Brief COPE, Mini-Mental Adjustment to Cancer (Mini-MAC), Brief Illness Perception Questionnaire (BIPQ), Sense of Coherence Scale - 3 items (SOC-3), Posttraumatic Growth Inventory (PTGI), Illness Intrusiveness Ratings Scale (IIRS), and...
Show moreThis mixed methods sequential research study was performed to explore the role of identity in posttraumatic growth and psychological adjustment for adults with cancer. One hundred nineteen individuals participated in an online survey which included items from Brief COPE, Mini-Mental Adjustment to Cancer (Mini-MAC), Brief Illness Perception Questionnaire (BIPQ), Sense of Coherence Scale - 3 items (SOC-3), Posttraumatic Growth Inventory (PTGI), Illness Intrusiveness Ratings Scale (IIRS), and Centrality of Event Scale (CES). A two-step cluster analysis divided the sample into two clusters based on the integration of cancer into identity: High Cancer Identity Cluster (cancer identity scores above M) with strong cancer identity and Low Cancer Identity Cluster (scores below the M) with a weak or absent cancer identity. HCIC yielded positive and negative subgroups. A discriminant analysis revealed which variables are significant predictors of group membership: PTG factor New Possibilities (Wilks'l = .781, F (1, 119) = 32.834, p = .000), Psychological Adjustment factor Anxious Preoccupation (Wilks' l= .863, F (1, 119) = 18.612, p = .000), Illness Intrusiveness factor Intimate Relationships (Wilks' l= .794, F (1, 119) = 30.348, p = .000), and Illness Perception factor Perceived Life Impact of Cancer (Wilks' l= .783, F (1, 119) = 32.412, p = .000). From the sample, 17 individuals and spouses/partners were interviewed to obtain a deeper understanding of the lived experience of cancer. Qualitative themes of suffering, woundedness, and uncertainty were found. Narrative data corroborated the quantitative data and contributed depth to the analysis. A new Cancer Identity Process Model was offered in which assimilative and accommodative efforts are informed by identity structures., Performing Normalcy is an assimilative process in which stressful life events such as cancer activate automatic behaviors guided by existing identity structures with the goal of reg As dissonance grows over the inability to re-establish valued former identities, negative affect and intrusive rumination prevails. Individuals then utilize accommodative strategies in a process of Constructing Survivorship to either regain valuable aspect of former identities or to create equally valued new ones.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/187204
- Subject Headings
- Adjustment (Psychology), Cancer, Psychological aspects, Stress management, Identity (Psychology), Mind and body
- Format
- Document (PDF)
- Title
- The call of public service: motivation and professional commitment in education.
- Creator
- Ackerina, Jacqueline., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this study was to determine if individuals who are professionally committed to careers in public education possess public service motivation. The participants in this study were a sample of convenience selected through their enrollment in graduate education programs within three East Coast universities. The sample was stratified into three groups based on their education roles as teachers, aspiring leaders, and school district administrators. Based on the 258 education sector...
Show moreThe purpose of this study was to determine if individuals who are professionally committed to careers in public education possess public service motivation. The participants in this study were a sample of convenience selected through their enrollment in graduate education programs within three East Coast universities. The sample was stratified into three groups based on their education roles as teachers, aspiring leaders, and school district administrators. Based on the 258 education sector participants, the majority were Caucasian, female, and under the age of 30. All respondents held at least a bachelor's degree and the majority held up to ten years tenure in education. Utilizing an abridged version of Perry's (1996) multi-dimensional scale that was modified for the education sector, the public service motivation (PSM) construct was measured using an Internet survey approach. Three of the public service motivation dimensions and two commitment items were used to operationalize the PSM and professional commitment of education professionals within their current roles. Correlation, regression, ANOVA, and t-test analyses were conducted to examine the data collected. Study findings concluded that education professionals possess public service motivation and are professionally committed to their careers. In addition, results indicated that school district administrators possessed higher levels of public service motivation than teachers. Furthermore, demographic characteristics indicated that educators who are older, more experienced, and highly educated possess higher levels of PSM. Perhaps the most critical discovery was that when comparing education professionals to their public administration counterparts, educators possessed higher levels of public service motivation. These findings have several important implications for education institutions, academic scholars, human resource managers, and leadership preparation programs that would all benefit from all
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3342031
- Subject Headings
- Motivation (Psychology), Educational leadership, Public administration, Education, Aims and objectives, Education, Social aspects
- Format
- Document (PDF)
- Title
- The influence of university student leader’s cognitive and behavioral agility on organizational member commitment.
- Creator
- Adamo, Lauren, Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The focus of this study was to determine if university student leaders’ cognitive and behavioral agility is related to organizational member commitment and if this relationship is moderated by alterable and non-alterable variables. The empirical results from this study are based on the responses of 37 student leaders who occupy leadership positions in organizations and clubs in their respective university. Cognitive agility was measured by the student leader’s use of systems thinking,...
Show moreThe focus of this study was to determine if university student leaders’ cognitive and behavioral agility is related to organizational member commitment and if this relationship is moderated by alterable and non-alterable variables. The empirical results from this study are based on the responses of 37 student leaders who occupy leadership positions in organizations and clubs in their respective university. Cognitive agility was measured by the student leader’s use of systems thinking, reframing, and reflection. Student leader behavioral agility was assessed by a minimum of three organizational members rating the student leader’s use of leader influence actions (transforming, managing, bonding, bridging, and bartering) in carrying out their functions. Organizational member commitment was measured by organization member’s level of commitment with the goals and values of the organization using the Organizational Commitment Questionnaire (OCQ).
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004341, http://purl.flvc.org/fau/fd/FA00004341
- Subject Headings
- Interorganizational relations, Interpersonal communication, Leadership -- Psychological aspects, Management -- Psychological aspects, Organizational behavior, School management and organization
- Format
- Document (PDF)
- Title
- Teaching Adolescents and Young Adults With Autism Spectrum Disorders How to Respond to Social Media Lures.
- Creator
- Agganis, Jennifer A., Dukes, Charles, Florida Atlantic University, College of Education, Department of Exercise Science and Health Promotion
- Abstract/Description
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This study used a training package to teach social media safety skills, using Facebook, to adolescents and young adults diagnosed with autism spectrum disorders in a small group setting. Participants were taught to decline, block and report when they received a lure from someone that they do not know. A multiple baseline design across lures demonstrated the effects of the intervention on participant performance. Results confirmed an increase in social media safety skills performed by all...
Show moreThis study used a training package to teach social media safety skills, using Facebook, to adolescents and young adults diagnosed with autism spectrum disorders in a small group setting. Participants were taught to decline, block and report when they received a lure from someone that they do not know. A multiple baseline design across lures demonstrated the effects of the intervention on participant performance. Results confirmed an increase in social media safety skills performed by all participants. Participants were able to maintain this skill set once the training package was removed. Spontaneous generalization was demonstrated by all participants for some lures. Generalization of social media safety skills was demonstrated across participants in a setting where they did not receive instruction. Limitations and implications for future research are discussed.
Show less - Date Issued
- 2018
- PURL
- http://purl.flvc.org/fau/fd/FA00013049
- Subject Headings
- Autism spectrum disorders., Social media., Safety education., Facebook (Electronic resource).
- Format
- Document (PDF)
- Title
- Family resiliency, family needs and community re-integration in persons with brain injury.
- Creator
- Agonis, Julianne, College of Education, Department of Counselor Education
- Abstract/Description
-
Traumatic Brain Injury (TBI) is a disability resulting in functional impairments and heightened dependence on others. Family members of persons with TBI can assume added responsibilities during the adjustment to the disability and rehabilitation process, placing strain on the family system. Community re-integration is a primary goal of the rehabilitation process for persons with TBI as this is a step in developing autonomy and promoting independence and productive activity throughout...
Show moreTraumatic Brain Injury (TBI) is a disability resulting in functional impairments and heightened dependence on others. Family members of persons with TBI can assume added responsibilities during the adjustment to the disability and rehabilitation process, placing strain on the family system. Community re-integration is a primary goal of the rehabilitation process for persons with TBI as this is a step in developing autonomy and promoting independence and productive activity throughout different areas of the person's life (e.g., work, social networks, and home life). This study was designed to examine predictors of community re-integration outcomes of TBI survivors and empirically test the resiliency model of family stress, adjustment, and adaptation while incorporating family needs by surveying caregiving family members. Specific aims of the study include validating relationships of the resiliency model with individual and family outcomes in adaptation and supporting future recommendations for healthcare providers working with families with members with TBI.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3342032
- Subject Headings
- Brain, Wounds and injuries, Patients, Rehabilitation, Families, Psychological aspects, Psychic trauma, Patients, Family relationships, Family assessment, Stress (Psychology)
- Format
- Document (PDF)
- Title
- Adult Learners’ Preferred Methods of Learning Preventative Heart Disease Care.
- Creator
- Alavi, Nasim, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this study was to investigate the preferred method of learning about heart disease by adult learners. This research study also investigated if there was a statistically significant difference between race/ethnicity, age, and gender of adult learners and their preferred method of learning preventative heart disease care. This research study further explored the effectiveness of adult education on reducing or preventing serious, life-threatening heart disease, including heart...
Show moreThe purpose of this study was to investigate the preferred method of learning about heart disease by adult learners. This research study also investigated if there was a statistically significant difference between race/ethnicity, age, and gender of adult learners and their preferred method of learning preventative heart disease care. This research study further explored the effectiveness of adult education on reducing or preventing serious, life-threatening heart disease, including heart attack. This research is of significant importance as the adult population and age in many developed countries is increasing. It was anticipated that the study would unearth the effectiveness of various educational methods of providing information to adult learners to inform them how to prevent heart attacks. For this quantitative investigation, participants were limited to students enrolled in at least one college course (three credit hours) at the Florida Atlantic University Boca Raton campus who were 25 years of age or older. During the course of this study, three methods of learning; formal, informal, and non-formal, as well as two delivery methods; online and traditional, were evaluated. Over one third of the study’s participants (35%) preferred to receive healthrelated information via email (35%). This major finding was statistically significant (x² (6) = 82.171; p < .001). Further, statistically significant findings were manifest for study participants for omnibus age grouping and in the 25-35 years of age grouping, for those who were White and Hispanic by ethnic background, and for both females and males participating in this study. The results of this research may assist health department administrators in utilizing varying methods for distributing health information, keeping the preferred knowledge acquisition method of students on college and university campuses especially in mind.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004740, http://purl.flvc.org/fau/fd/FA00004740
- Subject Headings
- Health behavior., Health attitudes., Adult education., Health education., Health--Information services., Medicine, Preventive--Information services.
- Format
- Document (PDF)
- Title
- MILLENNIAL ALUMNI GIVING: MOTIVATIONS FOR DONATING TO THEIR ALMA MATER.
- Creator
- Albritton, Mary E., Bogotch, Ira, Floyd, Deborah L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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Helping through acts of philanthropy is a cultural norm in the United States. People of all generations give to a variety of causes, including their alma maters. Research shows that millennials had positive experiences at their institutions and want to stay engaged. However, they are more likely to donate to their favorite cause than their alma mater. This study investigates what motivates the millennial generation to give to their undergraduate alma mater. Building on existing work targeted...
Show moreHelping through acts of philanthropy is a cultural norm in the United States. People of all generations give to a variety of causes, including their alma maters. Research shows that millennials had positive experiences at their institutions and want to stay engaged. However, they are more likely to donate to their favorite cause than their alma mater. This study investigates what motivates the millennial generation to give to their undergraduate alma mater. Building on existing work targeted at giving, it asks: To what extent does personal experience affect millennials giving to their alma mater before graduation, during the process of graduation, and after graduation? Based on the review of literature on generational giving, and the theory of planned behavior, a survey was distributed targeting millennials who met the following two criteria: 1) born between 1980–2000, and 2) graduated with an undergraduate degree between 2005 and 2015. A secondary analysis of data was employed to correlate the findings from the close-ended survey and examine the giving trends among millennials and how those trends vary among the other three giving generations: mature/silents, baby boomers, and Generation X.
Show less - Date Issued
- 2020
- PURL
- http://purl.flvc.org/fau/fd/FA00013444
- Subject Headings
- Millennials (Generation Y), Generation Y, Alumni and alumnae, Philanthropy and education
- Format
- Document (PDF)
- Title
- An Investigation of Kindergarten Teachers’ Attitudes, Knowledge, and Reported Practices Regarding Teacher Leadership in the State of Kuwait.
- Creator
- Aleisa, Bashayer, Bogotch, Ira, Barakat, Maysaa, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This study aimed to investigate the attitudes, knowledge, and practices of Kuwaiti kindergarten teachers regarding their leadership roles in the classroom and schools within the State of Kuwait. This study was conducted using a mixed methods research design whereby both quantitative and qualitative data were collected and analyzed simultaneously. The qualitative sample included 56 kindergarten teachers and twelve heads of departments selected from 12 kindergarten schools from all six school...
Show moreThis study aimed to investigate the attitudes, knowledge, and practices of Kuwaiti kindergarten teachers regarding their leadership roles in the classroom and schools within the State of Kuwait. This study was conducted using a mixed methods research design whereby both quantitative and qualitative data were collected and analyzed simultaneously. The qualitative sample included 56 kindergarten teachers and twelve heads of departments selected from 12 kindergarten schools from all six school districts in the State of Kuwait. The quantitative sample included 560 volunteer participants who completed a survey that measures teachers’ values, practices, and their perspectives on school culture regarding teacher leadership. ANOVA was used to analyze the differences among school district location, years of teaching experience, and teacher’s education level. The findings suggested that there were no statistically significant correlations among teachers’ beliefs regarding teacher leadership and school location, years of experience, and education level. Also, there were no statistically significant correlations between teacher leadership practices and school location, years of experience, and education level. There were significant correlations between school climate conducive to teacher leadership and years of experience, without school location and education level. Moreover, the concept of teacher leadership was ambiguous in Kuwaiti kindergarten schools. There were some indications of opportunity for teacher leadership roles, but those roles were not considered effective by participants. Teacher participants believe that their roles are restricted, and this perspective was supported in part by the heads of department. Teachers enumerated some hindrances to teacher leadership, such as instability of ministry supervisors’ decisions; top-down, unilateral decision-making; and school administrations’ tight control of teachers’ roles to the level of organizing and running classrooms. Broader implementation of Kuwaiti school restructuring efforts employing a distributed leadership model among formal and informal leadership roles and positions is recommended to help improve quality of education, the teaching profession, and school reform. In the end, the most significant benefit would be gained by students.
Show less - Date Issued
- 2018
- PURL
- http://purl.flvc.org/fau/fd/FA00013167
- Subject Headings
- Kindergarten teachers, Kuwait, Educational leadership
- Format
- Document (PDF)
- Title
- The Impact of Shifting Funding Levels on The Institutional Effectiveness of Historically Black Colleges and Universities.
- Creator
- Alfred, Anelle Shanna Jayd, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
While there exists extensive research on the historical development of Historically Black Colleges and Universities (HBCUs) in the United States, there is limited research focused on the current development of HBCUs in terms of institutional effectiveness and strategic planning. This gap in the research is particularly relevant in the midst of shifts in state funding that have occurred over the past decade. This research study is designed to move further towards filling this research gap by...
Show moreWhile there exists extensive research on the historical development of Historically Black Colleges and Universities (HBCUs) in the United States, there is limited research focused on the current development of HBCUs in terms of institutional effectiveness and strategic planning. This gap in the research is particularly relevant in the midst of shifts in state funding that have occurred over the past decade. This research study is designed to move further towards filling this research gap by determinations through the examination of: (1) the interplay of fiscal issues and institutional effectiveness in relation to the historic mission, strategic efforts, and state mandates within the context of HBCUs; (2) the perceived institutional effectiveness of HBCUs by key internal and external stakeholders; and (3) the alignment of HBCU mission statements with mandated metrics of institutional effectiveness. Using a qualitative research design, an exploratory multisite case study was employed across two institutions. Nine key HBCU stakeholders such as the Presidents and the Vice Presidents of Academic Affairs, Student Affairs, Financial Affairs, and Alumni Affairs were interviewed to gain their perspectives on institutional effectiveness in relationship to shifting funding, heightened accountability, planned strategies to address these issues, and how these issues directly impact institutional effectiveness at HBCUs. Interviewee perspectives of shifts in funding were examined using a researcher-developed conceptual framework. In addition to conducting interviews, the researcher engaged in document review of relevant university documents, as well as a review of funding patterns of state allocations retrieved from the Integrated Postsecondary Education Data System (IPEDS). Data from the three sources were triangulated and a two-layered coding strategy was used for further analysis. Findings from this data analysis were then used to address the five research questions presented in this study. The findings revealed that fluctuating shifts in state allocated funding has created a complex environment for HBCUs. Key HBCU administrators held similar perspectives, that in the midst of such a complex environment, emergent institutional response strategies have been put into place to maintain HBCU institutional effectiveness within the context of the historic HBCU mission.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004562, http://purl.flvc.org/fau/fd/FA00004562
- Subject Headings
- Strategic planning., African American colleges and universities--Finance., African American colleges and universities--Administration., African American colleges and universities--History--21st century., African Americans--Education (Higher)
- 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
- A critical theory analysis of the disproportionate representation of blacks and males participating in Florida's special education programs.
- Creator
- Allen, Anthony G., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The Individuals with Disabilities Education Act (IDEA) of 1975 has made a profound impact on millions of children with disabilities who now enjoy their right to a free appropriate public education (FAPE). It is the goal of national policy, endorsed by Congress, to ensure equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities. With the enactment of IDEA, it ensures that all children, who participate in special education...
Show moreThe Individuals with Disabilities Education Act (IDEA) of 1975 has made a profound impact on millions of children with disabilities who now enjoy their right to a free appropriate public education (FAPE). It is the goal of national policy, endorsed by Congress, to ensure equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities. With the enactment of IDEA, it ensures that all children, who participate in special education programs, have equal access to education. However, since IDEA's inception, a disproportionate number of African Americans children have been placed, or rather, misplaced in special education programs. African American students are three times more likely than Whites to be placed into categories as needing services in special education programs, making them subject to less demanding schoolwork, to more restrictive classrooms, and to isolation from their peers. For the purpose of this study, the goals were (a) to determine if there is disproportional representation of Black students and male students in the three categories of Educable Mentally Handicapped, Emotionally Handicapped, and Specific Learning Disabled and (b) to address whether the factors school districts' socioeconomic status, minority rate, and racial composition of instructional and administrative staff predict the representation of Black students and male students who participate in special education programs. A quantitative method, including the three disproportionality calculation methods of Composition Index (CI), Risk Index (RI), and Odds Ratio (OR), was employed to respond to the six research questions and test six corresponding null hypotheses. Sixty-seven school districts in the State of Florida were identified for data collection and analysis., The enrollment data for the calculations covered AY 2005- 2009. Critical Race Theory (CRT) served as the lens through which to analyze the findings and discus the implications therein. It is clear that the problem of disproportionate representation is complex and the resolution to the problem is not an easy one. This study found that there was a relationship between the representation of Black students and male students in special education programs and the predictor variables. Statistical analyses revealed that socioeconomic status of the school district, minority rate, and racial composition of instructional and administrative staff predicted the disproportional representation. Critical Race Theory, which served as a methodological framework was employed to help in examining and challenging the manner in which race and racism clearly impacts practices and procedures in the special education referral process. CRT utilized the social construction of race and the role it plays in the education policies that affect minorities. As with any intellectual movement, CRT builds its scholarship upon certain theoretical pillars. The basic tenets of CR T include ordinariness, interest convergence, social construction, differential racialization, and legal story telling. For the purpose of this research, only the tenets of ordinariness, interest convergence, social construction, and differential racialization were examined in the context of disproportionate representation of black students and male students in special education.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/2867333
- Subject Headings
- Discrimination in educations, Racism in education, Education, Social aspects, Multicultural education, Learning disabled children, Identification
- Format
- Document (PDF)
- Title
- Pedometers in the curriculum: an instrument to enhance student success through wellness education.
- Creator
- Allen, Henry J., College of Education, Department of Exercise Science and Health Promotion
- Abstract/Description
-
The purpose of this investigation was to determine the effects of a pedometer-based intervention on physical activity and self-efficacy among community college students in wellness classes (N = 154). The intervention included a pretest/posttest physical activity questionnaire, pedometer use, weekly goal setting and self-report of step data via the web. The experimental group wore pedometers daily for ten weeks; the control group wore pedometers for one week at baseline and week ten. Average...
Show moreThe purpose of this investigation was to determine the effects of a pedometer-based intervention on physical activity and self-efficacy among community college students in wellness classes (N = 154). The intervention included a pretest/posttest physical activity questionnaire, pedometer use, weekly goal setting and self-report of step data via the web. The experimental group wore pedometers daily for ten weeks; the control group wore pedometers for one week at baseline and week ten. Average weekday physical activity increased 29% for the experimental group and decreased 16% for the control group. Data analysis demonstrated a statistically significant difference due to the treatment regarding step count, differences in mean scores for self-efficacy, and a main effect for treatment for BMI. These results support the effectiveness of pedometer use to increase physical activity and self-efficacy in conjunction with a community college health curriculum.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/215293
- Subject Headings
- Health promotion, Exercise measurement, Physical education and training, Academic achievement, Psychological aspects
- Format
- Document (PDF)
- Title
- Experiences and perceptions as expressed by adolescent females at a residential treatment center (RTC).
- Creator
- Allison, Krista D., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This is a qualitative study examining the experience of students currently enrolled in Steppin' Stone Farm, a residential treatment center in central Florida. In addition to building a more solid foundation of literature in this field, this study investigates at-risk teenage female residents' perceptions of educational experiences within a residential treatment environment. The relationship between formal, informal, and non-informal experiences, preferred learning strategies, and success...
Show moreThis is a qualitative study examining the experience of students currently enrolled in Steppin' Stone Farm, a residential treatment center in central Florida. In addition to building a more solid foundation of literature in this field, this study investigates at-risk teenage female residents' perceptions of educational experiences within a residential treatment environment. The relationship between formal, informal, and non-informal experiences, preferred learning strategies, and success patterns were explored. This phenomenological study utilized a lens of critical theory to understand the meaning of girls' educational experiences at a residential treatment center. The design includes studying 16 girls' formal, non-formal, and informal educational experiences as well as utilizing the Assessing the Learning Strategies of AdultS (ATLAS) tool to assess learning strategy preference. Results of the study determined student preceptions regarding various educational environments and learning strategies at a residential treatment center. Analysis of interviews and data collected led to many significant findings. Additionally, this study enhances knowledge in the field of residential treatment and has implications for those seeking residential treatment, working in residential treatment, and educators. Research in this field often focuses on outcome and effectiveness literature. This study provides insightful information incorporating the voice of students into the research.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3358278
- Subject Headings
- Adolescent psychotherapy, Residential treatment, Residential treatment, Evaluation
- Format
- Document (PDF)
- Title
- Advanced Placement (AP) social studies teachers' use of academic course blogs as a supplemental resource for student learning.
- Creator
- Alper, Seth., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This mixed-methods study investigated the relationship between Advanced Placement (AP) social studies teachers' utilization of academic course blogs and student achievement. Simultaneously, the study examined the participating teachers' perceptions on the use of course blogs and other social media as supplemental learning resources. The study further explored a possible moderating effect of the social studies subject on student achievement and a possible moderating effect of students'...
Show moreThis mixed-methods study investigated the relationship between Advanced Placement (AP) social studies teachers' utilization of academic course blogs and student achievement. Simultaneously, the study examined the participating teachers' perceptions on the use of course blogs and other social media as supplemental learning resources. The study further explored a possible moderating effect of the social studies subject on student achievement and a possible moderating effect of students' previous academic blog usage on student achievement within the study. Quantitative data were collected from students' pre-tests and unit tests scores and analyzed for statistical significance. Qualitative data were collected through teacher-generated notes during the blogs, individual interviews, and a follow-up focus group interview. The results of this study indicated that there was no overall significant difference in student achievement between the blogging and non-blogging groups. On the contrary , a significant interaction between the social studies subject area and the use of academic course blogs was found when examining student achievement. However, this practical interaction was revealed to be a weak one. Further findings indicated that there was no significant interaction between students' previous blog usage and academic achievement during the study. From the qualitative data, participating teachers perceived the course blogs to be potentially advantageous for students and themselves, yet expressed frustration when implementing the course blogs with their students. Instead, they endorsed the academic use of Facebook, a resource that some students from two participating courses separately utilized instead of (or in addition to) the course blogs during the study. Teachers further expressed concern about relinquishing their subject knowledge and AP expertise to readily available course content on the Internet. Implications and suggestions for future f or AP social studi, teachers' promising use of Facebook and for researchers investigating the use of socail media at the high school level.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/FAU/3360744
- Subject Headings
- Social sciences, Study and teaching (Secondary), Methodology, Information resources, Evaluation, Internet in education, Social aspects, Constructivism (Education)
- Format
- Document (PDF)
- Title
- An exploration of the relationship between experiential learning and self-directed learning readiness.
- Creator
- Amey, Beth E., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this study was to explore the relationship between experiential learning and self-directed learning readiness of bachelor's and master's level social work students. A quantitative design was utilized. The study consisted of 115 senior social work students and 70 master's level social work students (separated into three student groups) from a state university. Students participated in a one-semester field education component as part of their social work degree program. The...
Show moreThe purpose of this study was to explore the relationship between experiential learning and self-directed learning readiness of bachelor's and master's level social work students. A quantitative design was utilized. The study consisted of 115 senior social work students and 70 master's level social work students (separated into three student groups) from a state university. Students participated in a one-semester field education component as part of their social work degree program. The research instrument utilized was the Self-Directed Learning Readiness Scale (SDLRS) constructed by Guglielmino (1978). The SDLRS is a self-report questionnaire with 58 Likert scale items designed to measure the attitudes, values and abilities of learners relating to their readiness to engage in self-directed learning. A pretest, treatment, posttest design was utilized. Demographic data were collected with the pretest administration and level of satisfaction information was collected with the posttest administration. The bachelor's level social work students demonstrated statistically significant differences in the pre and posttest SDLRS scores while the master's level social work students' changes in readiness for self-directed learning were not significant. It is important to note that the master's level social work students spent only half the amount of hours in the field education as the bachelor's level students at the time of the posttest. Correlations between change score from pretest to posttest SDLRS with students' previous exposure to the field of social work, prior experiential learning in a social work program, their satisfaction with the experiential learning component, and demographic factors of gender, age, ethnicity, marital status, number of children, and number of years pursuing degree were not significant., The initial SDLRS scores of the bachelor's level students were found to be consistent with those of nursing students previously scored on the SDLRS. In the ANOVA of all groups, significant differences were not found with the four groups of social work students in their change scores of pretest and posttest SDLRS or their overall level of satisfaction with the field experience and overall level of satisfaction with the quality of the supervisor in the field experience. The internship did not demonstrate particular merit for improving readiness for self-directed learning except for the bachelor's level students. However, students were satisfied with the experience and felt it changed their perceptions of self and others.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/107799
- Subject Headings
- Experiential learning, Adult learning, Learning, Psychology of, Self-culture
- Format
- Document (PDF)
- Title
- A DESCRIPTIVE STUDY OF THE SELF-CONCEPTS OF SELECTED URBAN GERIATRIC POPULATIONS.
- Creator
- ANDERSON, CHRISTINE ELEANOR, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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An investigation was made of the relationship between personal factors of selected urban geriatric populations in Dade and Broward Counties, Florida and t he self concepts of the subjects as measured by scores on the Tennessee Self Concept Scale. Subjects under study were one hundred fifty-nine men and women volunteers over the age of sixty who were participants at the eight Senior Centers of Dade County, Ida Fisher Junior High's Community School, or Broward Community College's Services for...
Show moreAn investigation was made of the relationship between personal factors of selected urban geriatric populations in Dade and Broward Counties, Florida and t he self concepts of the subjects as measured by scores on the Tennessee Self Concept Scale. Subjects under study were one hundred fifty-nine men and women volunteers over the age of sixty who were participants at the eight Senior Centers of Dade County, Ida Fisher Junior High's Community School, or Broward Community College's Services for the Elderly Program. The instrument used to obtain the personal factors information (senior center, birthplace, ethnic group, sex, marital status, age, religious preferernce, number of children, income, former occupation, education) was a questionnaire devised by the investigator consisting of nineteen questions. The self concept assessments were obtained by using the Tennessee Self Concept Scale. The self concept scores which were used in this study were Total Positive, Self Criticism, Physical Self, Moral-Ethical Self, Personal Self, Family Self, and Social Self. The responses on the Tennessee Self Concept Scale and questionnaire were compared using a univariate analysis of variance for each personal factor as compared with each of the seven scores on the Tennessee Self Concept Scale for each subject. The results of this comparison were in terms of an F-test of analysis of variance, and the results were considered significant if they exceeded the .05 level. Additionally, data were graphed by senior center. Of the eleven personal factors which were investigated, six bore some significant relationship (at the .05 level) to one or more self concept scores of the subjects under investigation. These factors were senior center, sex, birthplace, educational level, ethnic group, and religious preference. When the data were graphed by senior center, it was found that Claude Pepper, Edison Courts, James Scott, Metropolitan, Smathers, and Ida Fisher senior centers had a similar Tennessee Self Concept Scale profile and similarities in the personal factors of birthplace, ethnic group, sex, marital status, religious preference, number of children, income, and education. Myers, Jollivette, and Malcolm Ross Senior Centers had similar Tennessee Self Concept Scale profiles and similarities in the personal factors of sex, marital status, number of children, income, and education. Broward Community College's Services for the Elderly Center had a unique profile and was exceptional in that its attendants had been professionals and had attended graduate school.
Show less - Date Issued
- 1976
- PURL
- http://purl.flvc.org/fcla/dt/11671
- Subject Headings
- Education, Curriculum and Instruction
- 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)
- Title
- Reliability and validation study of the online instinctual variant questionnaire.
- Creator
- Andre, Sherry, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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Leaders often manage both chaos and diversity. We can improve our leadership effectiveness by better understanding our motives and behaviors, and those of our followers. A potential tool for leadership development is the Instinctual Variant Questionnaire (IVQ). Based on Enneagram theory (pronounced “ANY-a-gram”), this online instrument is designed to assist users in identifying how three behavioral drives, or variants, may be helping or hindering their dispositions. Each reside in us, but one...
Show moreLeaders often manage both chaos and diversity. We can improve our leadership effectiveness by better understanding our motives and behaviors, and those of our followers. A potential tool for leadership development is the Instinctual Variant Questionnaire (IVQ). Based on Enneagram theory (pronounced “ANY-a-gram”), this online instrument is designed to assist users in identifying how three behavioral drives, or variants, may be helping or hindering their dispositions. Each reside in us, but one typically dominates, one supports, and one tends to impede our behaviors and motives. Through an understanding of one’s variants and order of preference, it is possible to increase self-awareness of our motives and behaviors. While the IVQ proposes to measure one’s preferred order of variants, no formal test of reliability and/or validity was found published prior to this study. The purpose of this study was to test the reliability and criterion-related validity of the IVQ. Reliability was tested using Cronbach’s alpha.Results indicated alpha values between .82 and .85 for the three variants measured,suggesting internal reliability.Validity was tested using data collected from a 120-person sample. The instrument’s results were compared to self-reported primary variant types obtained from those who had a high confidence level in accurately identifying their most dominant type. The IVQ was found to be a strong predictor of the three self-reported variant types. Three binary logistic regression models were run. Omnibus tests were significant for all three models at the p < .001 level (self-preservation chi-square statistic = 82.57, social chi-square statistic = 56.47, and sexual chi-square statistic = 51.77). A multinomial regression model, using self-reported dominant types as the dependent variable and IVQ scores as the independent variable, confirmed predictability of the IVQ. When z-scores were obtained based on the classification hit-rates from all four independent models, classification accuracy was found to be a significant improvement over guessing. Further analysis also suggested age, gender, marital status, education level, or number of years spent studying the Enneagram do not factor into IVQ results. Support for the IVQ to beused as a tool by leaders to better understand themselves and their followers is presented.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004075, http://purl.flvc.org/fau/fd/FA00004075
- Subject Headings
- Communication in education, Educational leadership, Enneagram, Motivation in education, Performance, Personality development
- Format
- Document (PDF)
- Title
- Community College Baccalaureate Transitions in Florida: Student Affairs' Perspectives.
- Creator
- Antczak, Laura, Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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Many changes are occurring in community colleges offering baccalaureate degrees across the nation, especially in the state of Florida where 24 of 28 colleges in the Florida College System are offering baccalaureate degrees. The impact of these institutions shifting their missions from associate to baccalaureate degree offerings is unknown on a key area of the college - Student Affairs. The purpose of this study was to describe and document the perceived changes in and lessons learned about...
Show moreMany changes are occurring in community colleges offering baccalaureate degrees across the nation, especially in the state of Florida where 24 of 28 colleges in the Florida College System are offering baccalaureate degrees. The impact of these institutions shifting their missions from associate to baccalaureate degree offerings is unknown on a key area of the college - Student Affairs. The purpose of this study was to describe and document the perceived changes in and lessons learned about Student Affairs programs at two large, multi-campus colleges in the Florida College System offering Bachelor of Applied Science (BAS) and Bachelor of Science (BS) programs. The primary sources of data collected for this study were from 27 interviews with college administrators and staff and from 22 documents. District and campus-based administrators were selected based on their influence over, or knowledge of, Student Affairs programming at all degree levels and/or specifically at the baccalaureate degree level. Professional and support staff members were selected based on their direct involvement with the delivery or support of Student Affairs programs for baccalaureate students. The five major findings, based on a cross-case analysis, were (a) a focus on operations, (b) struggling with philosophical directions, (c) changes occurring in personnel and operational processes, (d) no change in several areas, and (e) lessons learned in cultural shift. This study concluded that the 2+2 admissions model is confusing to students, and it does not always allow for seamless financial aid coverage, which may be creating "leakages" in the community college baccalaureate (CCB) student success pipeline. Additional staff and resources are needed in the areas of admissions, recruitment, and advising. Several new and/or revised operational processes took place in the areas of admissions, recruitment, registration and records, and financial aid. Although student development theories still are seen as an important foundation of Student Affairs work, each college was struggling with their philosophical directions as a CCB institution. Finally, a majority of participants expressed a resistance to the change of becoming a CCB institution, not understanding if they still were a community college or if they were moving closer to becoming a 4-year university.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004476
- Subject Headings
- College personnell management, Community colleges -- Florida -- Administration, Community colleges -- Florida -- Administration, Degrees, Academic -- Florida, Education, Higher -- Aims and objectives, Student affairs services, Universities and colleges -- Florida -- Administration
- 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)