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- Title
- The effects of reciprocal teaching on the science literacy of intermediate elementary students in inclusive science classes.
- Creator
- DiLorenzo, Kim E., College of Education, Department of Exceptional Student Education
- Abstract/Description
-
Intermediate elementary students (grades 4 and 5) frequently struggle to become scientifically literate in their general education classrooms. Scientific literacy includes knowing how to access and use information found in science texts. Unfortunately, many students struggle to read and understand science texts (Michalsky, Mevarech, & Haibi, 2009, p. 363). Fortunately, elementary students have shown improvement in reading comprehension when explicitly instructed in cognitive and metacognitive...
Show moreIntermediate elementary students (grades 4 and 5) frequently struggle to become scientifically literate in their general education classrooms. Scientific literacy includes knowing how to access and use information found in science texts. Unfortunately, many students struggle to read and understand science texts (Michalsky, Mevarech, & Haibi, 2009, p. 363). Fortunately, elementary students have shown improvement in reading comprehension when explicitly instructed in cognitive and metacognitive strategies to comprehend expository text in settings that support collaboration and flexible application of comprehension strategies, and have meaningful opportunities for reading and writing (Mastropieri & Scruggs, 2004; Palincsar & Klenk, 1992). A method that includes these components is reciprocal teaching (RT; National Reading Panel, 2000). RT has been used during content area instruction to increase reading comprehension skills of intermediate elementary students without disabilities in general education classrooms (King & Johnson, 1999; Lederer, 2000; Lubliner, 2004). These reading comprehension gains have been maintained by students on follow-up tests after the RT intervention has been withdrawn (Palincsar & Brown, 1984; Westera & Moore, 1995). This study examined the effects of RT on the science literacy of intermediate elementary students (grades 4-5) participating in inclusive science classes. Students with learning disabilities (SWLD), students at-risk (AR), and students in general education (GE) participated in this study. General education teachers used RT with science texts to improve science literacy. Pre/post science quizzes were used to assess the effects of the RT intervention, and post/follow-up tests assessed potential maintenance of the RT. s, Analyses of the data showed that the RT intervention resulted in improved science comprehension overall, and for each student group. In addition, the results showed that the gains were maintained for the individual student grouping after the RT intervention was removed, although these gains were not found overall.The study demonstrated that the use of RT during science instruction in inclusive, intermediate elementary classes assisted students who are AR, SWLD, and students in GE to attain science knowledge using standard science texts and materials. These results extend the experimental literature on science literacy and reciprocal teaching, particularly among intermediate elementary students.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/2975244
- Subject Headings
- Science, Study and teaching (Elementary), Thought and thinking, Study and teaching (Elementary), Language arts (Elementary), Correlation with content subjects, Inquiry-based learning, Cognitive learning, Academic achievement, Interdisciplinary approach in education
- Format
- Document (PDF)
- Title
- Quasi-local energy of rotating black hole spacetimes and isometric embeddings of 2-surfaces in Euclidean 3-space.
- Creator
- Ray, Shannon, Miller, Warner A., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Physics
- Abstract/Description
-
One of the most fundamental problems in classical general relativity is the measure of e↵ective mass of a pure gravitational field. The principle of equivalence prohibits a purely local measure of this mass. This thesis critically examines the most recent quasi-local measure by Wang and Yau for a maximally rotating black hole spacetime. In particular, it examines a family of spacelike 2-surfaces with constant radii in Boyer-Lindquist coordinates. There exists a critical radius r* below which,...
Show moreOne of the most fundamental problems in classical general relativity is the measure of e↵ective mass of a pure gravitational field. The principle of equivalence prohibits a purely local measure of this mass. This thesis critically examines the most recent quasi-local measure by Wang and Yau for a maximally rotating black hole spacetime. In particular, it examines a family of spacelike 2-surfaces with constant radii in Boyer-Lindquist coordinates. There exists a critical radius r* below which, the Wang and Yau quasi-local energy has yet to be explored. In this region, the results of this thesis indicate that the Wang and Yau quasi-local energy yields complex values and is essentially equivalent to the previously defined Brown and York quasi-local energy. However, an application of their quasi-local mass is suggested in a dynamical setting, which can potentially give new and meaningful measures. In supporting this thesis, the development of a novel adiabatic isometric mapping algorithm is included. Its purpose is to provide the isometric embedding of convex 2-surfaces with spherical topology into Euclidean 3-space necessary for completing the calculation of quasilocal energy in numerical relativity codes. The innovation of this algorithm is the guided adiabatic pull- back routine. This uses Ricci flow and Newtons method to give isometric embeddings of piecewise simplicial 2-manifolds, which allows the algorithm to provide accuracy of the edge lengths up to a user set tolerance.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004865, http://purl.flvc.org/fau/fd/FA00004865
- Subject Headings
- Gravitational fields., General relativity (Physics), Newton-Raphson method., Ricci flow.
- Format
- Document (PDF)
- Title
- The Cayley-Dickson algebras.
- Creator
- Khalil, Saidah Hasan, Florida Atlantic University, Yiu, Paul Y., Charles E. Schmidt College of Science, Department of Mathematical Sciences
- Abstract/Description
-
This thesis studies the various effects of the nonassociativity of the Cayley-Dickson algebras At, t>3, especially on the structure of their automorphism groups. Beginning with the problem of composition algebra structures on euclidean spaces, we shall explain the origin of the Cayley-Dickson algebras, and give a self-contained exposition on some important results on such algebras. These algebras being nonassociative, we focus on the study of the associators of the form (u,w,v) = (uw)v - u(wv...
Show moreThis thesis studies the various effects of the nonassociativity of the Cayley-Dickson algebras At, t>3, especially on the structure of their automorphism groups. Beginning with the problem of composition algebra structures on euclidean spaces, we shall explain the origin of the Cayley-Dickson algebras, and give a self-contained exposition on some important results on such algebras. These algebras being nonassociative, we focus on the study of the associators of the form (u,w,v) = (uw)v - u(wv). The first main result, that if u and v are elements in a Cayley-Dickson algebra for which (u, w, v) = 0 for all w, then u and v generate a 2-dimensional subalgebra isomorphic to C, was conjectured by P. Yiu, and proved by P. Eakin and A. Sathaye. We shall simplify the proof given by these latter authors. This is then used to give a simple proof of R. D. Schafer's theorem on derivations of Cayley-Dickson algebras, and following also Eakin and Sathaye, a proof of the conjecture by R. B. Brown on the structure of the automorphism groups of these algebras. Two simple proofs are presented for the beautiful characterization by H. Brandt that in the Cayley algebra A3 = K, conjugation by a unit element a is an automorphism if and only if a is a 6th root of unity. We shall present a geometric proof by M. A. Zorn and a purely algebraic one. The zero divisors of the Cayley-Dickson algebra A4 are also analyzed in detail.
Show less - Date Issued
- 1993
- PURL
- http://purl.flvc.org/fcla/dt/14993
- Subject Headings
- Cayley algebras
- Format
- Document (PDF)
- Title
- The effects of a Read a Book in an Hour, a wholistic reading technique, on reading comprehension, composition, speaking and listening skills.
- Creator
- Custureri, Mary Catherine, Florida Atlantic University, Childrey, John
- Abstract/Description
-
This study examined the effects of a wholistic technique to reading instruction called "Read a Book in an Hour" on reading comprehension, vocabulary, reading rate, listening comprehension, and composition. One hundred forty-four control and experimental subjects were drawn from eight independent groups of 48 sixth grade, 20 eighth grade, 44 tenth grade and 32 twelfth grade students in both public and private schools. Sixth and eighth grade students were from English classes, tenth grade...
Show moreThis study examined the effects of a wholistic technique to reading instruction called "Read a Book in an Hour" on reading comprehension, vocabulary, reading rate, listening comprehension, and composition. One hundred forty-four control and experimental subjects were drawn from eight independent groups of 48 sixth grade, 20 eighth grade, 44 tenth grade and 32 twelfth grade students in both public and private schools. Sixth and eighth grade students were from English classes, tenth grade students from religion classes, and twelfth graders from social studies classes. The teachers involved in the experiment were instructed via modeling and discussion in using the Read a Book in an Hour technique and were asked to choose books consistent with the content they were teaching (see Appendix A). A pretest/posttest design in a ten-week study used a thematic sequence of five books with the Read a Book technique. Measures of reading comprehension, vocabulary and reading rate were determined through scores on the Stanford Diagnostic Reading Test Form B, Brown Level, for sixth and eighth grade students and the Stanford Diagnostic Reading Test, Form B Blue Level for tenth and twelfth grade students. A measure of listening comprehension was determined through scores on the Stanford Diagnostic Listening Test, Advanced Form E. Composition scores were assessed with the criteria determined in the Stanford Advanced Writing Assessment Program Guide. ANOVAs and t-tests were used to analyze data in the pilot study and in the present study. T-tests were used for the pretests to determine homogeneity between the Read a Book in an Hour group and the control group, using silent reading activities and lecture. ANOVAs were used to assess the final data. Results of ANOVAs suggested significant change on all measures at the p >.05 level. Anecdotal evidence from interviews with teachers who used the method also suggested the technique generated interest in further reading of the novels studied and increased students' abilities to narrate orally, both quantitatively (number of details) arid qualitatively (significant details, style). Teachers also suggested students became more self-confident in posing questions, in clarifying points, and in answering questions.
Show less - Date Issued
- 1989
- PURL
- http://purl.flvc.org/fcla/dt/11937
- Subject Headings
- Reading--Language experience approach, Reading--Research
- Format
- Document (PDF)
- Title
- The Effects of an Audio Coaching Intervention on Parents' Interactions with Their Children with Autism.
- Creator
- Oliver, Patricia, Brady, Michael P., Florida Atlantic University
- Abstract/Description
-
Children with autism may present delays in the development of social, communicative and cognitive skills. The behavioral features and patterns of development exhibited across domains can be very distinctive (Volkmar, 1999). This diversity in the expression of autism is what presents the greatest challenge for professionals and parents looking for the most appropriate and effective intervention for this population. Audio coaching intervention is one technology that has been used for over 50...
Show moreChildren with autism may present delays in the development of social, communicative and cognitive skills. The behavioral features and patterns of development exhibited across domains can be very distinctive (Volkmar, 1999). This diversity in the expression of autism is what presents the greatest challenge for professionals and parents looking for the most appropriate and effective intervention for this population. Audio coaching intervention is one technology that has been used for over 50 years to train psychologists, medical interns, pre-service teachers, and parents of children with behavioral challenges (Baum, 1976; Crimmins, Bradlyn, St. Lawrence, & Kelly, 1984; Giebelhaus, 1994; Goodman, Brady, Duffy, & Scott, in press; Hunt, 1980; Kahan, 2002; Korner & Brown, 1952; Lindell, 2001; Werba, Eyberg, Boggs, & Algina, 2006). The intervention consists of a trainee receiving immediate feedback from a coach via a remote radio. However, the application of this technology has never been explored specifically for training parents of children with autism. The present study was designed to examine experimentally the effectiveness of the audio coaching intervention on parents' interactions with their children with autism. Three mothers and their children with autism participated in the study. The mothers received immediate feedback from a coach on prompts designed specifically for their children. Results showed that the audio coaching intervention was an effective medium to teach the mothers how to deliver effective prompts and praise to their children. Results of the intervention also generalized to tasks on which the mothers had never been trained, and maintained well after the coaching was withdrawn. All three children showed an increase in their engagement and completion of independent tasks and routines in their homes after their mothers increased their use of more effective prompts and praise.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/fau/fd/FA00000685
- Subject Headings
- Autism in children, Autistic children--Family relationships, Children with disabilities, Parents of autistic children, Language acquisition--Parent participation
- Format
- Document (PDF)
- Title
- Examining Evacuation Decisions of People Experiencing Homelessness During Natural Disasters Using the Protective Action Decision Model (PADM).
- Creator
- Ramos, Andrea, Sapat, Alka K., Florida Atlantic University, School of Public Administration, Dorothy F. Schmidt College of Arts and Letters
- Abstract/Description
-
In this dissertation, I examined the lived experiences of people experiencing homelessness (PEH) and their perceptions of protective actions when making evacuation decisions during disasters or extreme weather events. Compared to other members of society, individuals experiencing homelessness during disasters face unique challenges, including a lack of shelter, transportation, access to news, and the need to carry all their belongings. This vulnerability is further heightened when natural...
Show moreIn this dissertation, I examined the lived experiences of people experiencing homelessness (PEH) and their perceptions of protective actions when making evacuation decisions during disasters or extreme weather events. Compared to other members of society, individuals experiencing homelessness during disasters face unique challenges, including a lack of shelter, transportation, access to news, and the need to carry all their belongings. This vulnerability is further heightened when natural disasters occur, as they lack physical protection, leading to increased exposure to hazards and adverse weather effects. The literature on homeless evacuation decision-making is limited (Donley & Wright, 2012), and the direct experiences of PEH and their decision-making processes during natural disasters remain underexplored (Brookfield & Fitzgerald, 2018; Brown et al., 2013; Every & Thompson, 2014; Gaillard et al., 2019; Settembrino, 2017). Additionally, the unsafe living conditions of PEH, coupled with the uncertainty of the COVID-19 virus, posed unique challenges for homeless communities, increasing the risk of virus transmission and exacerbating social disparities. In this study, I explored PEH’s lived experiences and perspectives when making evacuation decisions during disasters. I utilized Lindell and Perry's (2012) Protective Action Decision Model (PADM) as the theoretical framework. The PADM enabled me to analyze various factors influencing the evacuation decisions of PEH, including their physical aspects (shelter use and mobility) and social context (relationships with other PEH and employment). The findings presented in this study are the result of 41 in-depth semi-structured field interviews with PEH living unsheltered in Fort Lauderdale, Broward County.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014312
- Subject Headings
- Disasters, Evacuations, Homelessness, Public administration
- Format
- Document (PDF)
- Title
- Sources of Popularity: Aggressive and Prosocial Strategists and the Adolescents Who Affiliate With Them.
- Creator
- Hiatt, Cody, Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Popular children are visible and influential in an adolescent peer group (LaFontana & Cillessen, 2002). Previous studies have demonstrated that there are two types of popular children: aggressive-popular and prosocial-popular (Cillessen & Rose, 2005). The current study was designed to determine that, while both types are well liked and accepted, they draw favor from different sources of affiliation. The Study uses a sample of 450 adolescents (36.2% boys and 63.1% girls) from one high school...
Show morePopular children are visible and influential in an adolescent peer group (LaFontana & Cillessen, 2002). Previous studies have demonstrated that there are two types of popular children: aggressive-popular and prosocial-popular (Cillessen & Rose, 2005). The current study was designed to determine that, while both types are well liked and accepted, they draw favor from different sources of affiliation. The Study uses a sample of 450 adolescents (36.2% boys and 63.1% girls) from one high school in Lithuania. Hierarchical generalized logistic linear models (HGLLM) were conducted to determine if there was differential acceptance of aggressive-popular and prosocialpopular adolescents. Also, models determined if peers exhausted with school, attached to school, connected to peers and anxious/withdrawn would have differential association with aggressive-popular and prosocial-popular adolescents. Results answered 3 questions. First, HGLLM models were used to replicate the previous finding that popular adolescents have more affiliations than other peers. Second, results determined that popular, popular-aggressive, and popular-prosocial adolescents were all more likely to receive affiliation nominations from peers. Third, results determined that aggressive-popular adolescents were chosen as affiliates by peers exhausted with school, and less likely to be chosen by peers attached to school, connected to friends and withdrawn. Prosocial-popular adolescents were chose as affiliates by peers attached to school and connected with friends. These findings indicate that aggressivepopular adolescents draw favor from crowds that are more oriented toward youth culture, while prosocial-popular draw favor from crowds that are more oriented toward adult culture (Brown, 1990) The findings first extend previous research by demonstrating that popular adolescents, of all types, are likely to receive affiliation nominations. Furthermore, prosocial-popular and aggressive-popular adolescents have more acceptance and affiliations than others, but this attraction comes from different sources. Previous studies have shown that popular children are well liked by some but not by others (Parkhurst & Hopmeyer, 1998). Taken with findings demonstrating that popular children strategically use cooperation or manipulation to influence others (Cillessen & Rose, 2005), the current study extends knowledge about the peer groups where cooperation or manipulation strategies may be most effective. Crowds that are school oriented and have positive peer relations follow prosocial-popular peers while crowds that are fed up with school follow aggressive-popular peers.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004604, http://purl.flvc.org/fau/fd/FA00004604
- Subject Headings
- Adolescent psychology., Interpersonal relationships in adolescence., Friendship in adolescence., Peer pressure in adolescence.
- Format
- Document (PDF)
- Title
- THE EFFECTS OF SELECTED ENVIRONMENTAL FACTORS ON THE PRODUCTIVITY OF STUDENTS IN KINDERGARTEN AS MEASURED BY THE CLYMER BARRETT PRE-READING BATTERY.
- Creator
- HILL, GEORGE ROBERT., Florida Atlantic University, MacKenzie, Donald G.
- Abstract/Description
-
The Problem. The purpose of this study was to determine whether or not an eye-pleasing, carpeted, well-lighted, thermally controlled physical environment would have a positive impact upon the productivity of kindergarten children at Fairlawn Elementary School during the 1978-79 academic year. Summary. As each kindergarten child entered school at Fairlawn Elementary the child was randomly assigned, while considering race and sex constraints, to one of the two following physical environments:...
Show moreThe Problem. The purpose of this study was to determine whether or not an eye-pleasing, carpeted, well-lighted, thermally controlled physical environment would have a positive impact upon the productivity of kindergarten children at Fairlawn Elementary School during the 1978-79 academic year. Summary. As each kindergarten child entered school at Fairlawn Elementary the child was randomly assigned, while considering race and sex constraints, to one of the two following physical environments: Traditional environment--three classrooms constructed in 1949 in which the physical environment consists of asphalt tile floors, incandescent lighting, no means for control of the thermal environment other than heating, a color scheme consisting of brown and tan, and with an area of 739 square feet per classroom or 30 square feet per child. Non-traditional environment--four classrooms constructed in 1974 in which the physical environment consists of wall-to-wall carpeting, indirect fluorescent lighting, a system through which the thermal environment is controlled and maintained at 72(DEGREES)F (+ or - 2(DEGREES)F) and between 40 per cent and 60 percent relative humidity, a color scheme of blue, green, and yellow, and with an area of 1,225 square feet per classroom or 49 square feet per child. The productivity of the kindergarten students assigned to the two environments was determined by analyzing the pre-test and post test scores on the Clymer Barrett Pre-Reading Battery. The pre-test was administered in September of 1978 and the post test was administered in May of 1979. A review of the literature showed that many factors contributed to the productivity of students. Among the many factors was the physical environment of the classroom. Procedure. The null hypothesis that was tested was stated: H(DEGREES): There is no significant difference between the productivity of students in a traditional classroom environment and those in a non-traditional classroom environment. In testing the hypothesis dealing with productivity of students, an analysis of variance was utilized. An additional analysis was completed to determine if the difference was due to individual teacher difference or due to the physical environmental condition of the classroom. The design used for this experiment was a one-factor hierarchial design analysis of variance. Conclusions. (1) There was a significant difference at the .10 level of confidence between those students in the traditional environment and those students in the non-traditional environment. The obtained difference was not significant, however, at the .05 level of confidence. (2) There was no significant difference at the .10 level of confidence among the individual teachers within the two environments studied in terms of the mean gain per classroom.
Show less - Date Issued
- 1980
- PURL
- http://purl.flvc.org/fcla/dt/11758
- Subject Headings
- Kindergarten--Environmental aspects, Kindergarten facilities--Environmental aspects--Florida
- Format
- Document (PDF)
- Title
- FAU Climate Change Initiative Priority Theme: Research, Engineering, and Adaption to a Change Climate.
- Creator
- Berry, Leonard, Koch, Marguerite, Center for Environmental Studies, Benscoter, Brian, Comas, Xavier, Devlin, Donna, Fadiman, Maria, Gerstein, E., Herzing, Denise L., Hindle, Tobin, Milton, Sarah L., Oleinik, Anton E., Proffitt, C. Edward, Restrepo, Jorge I., Root, Tara L., Wyneken, Jeanette, Xie, Zhixiao, Zhang, Xing-Hai, Esnard, Ann-Margaret, Mitsova, Diana, Murley, J., Vos, J., Escaleras, Monica, Mehallis, M., Shaw, Eric H., Hardman, Guillermo [John], Lambert, Julie, Thomas, G., Arockiasamy, Madasamy, Bloetscher, Frederick, Carvalho, G., Dhanak, Manhar R., Frisk, George V., Kaisar, Evangelos I., Kalva, Hari, Meeroff, Daniel E., Rodriguez, Jarice, Scarlatos, Panagiotis (Pete) D., Shankar, Ravi, Teegavarapu, Ramesh, Brown, Clifford T., McAfee, Francis, Widener, Patricia, Dalgleish, Fraser R., Hanisak, M. Dennis, McMulloch, S., O'Corry-Crowe, Gregory, Pomponi, Shirley A., Reed, John K., Scarpa, John, Voss, Joshua, Heimlich, Barry N., Alvarez, R., Jolley, J., Edwards, A., Charles E. Schmidt College of Science, Harbor Branch Oceanographic Institute, College of Business, Dorothy F. Schmidt College of Arts and Letters, College of Education, College of Engineering and Computer Science
- Date Issued
- 2010
- PURL
- http://purl.flvc.org/fau/fd/FA00003457
- Format
- Citation
