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Title: The Impact of “Real World” Experiences through Academic Service Learning on Students’ Success Rate, Attitudes, and Motivation in Intermediate Algebra at a Public University.
Creator: Toussaint, Mario J., Furner, Joseph M., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: A report issued in 2012 by the United States Government Accountability Office (US Government Accountability Office, 2012) concluded that the United States is not producing enough graduates in Science, Technology, Engineering, and Mathematics (STEM) to meet the demands of its economy. According to the National Center for Educational Statistics (2001), fewer than fifty percent of students nationally possess a solid command of mathematical content. This study tested whether the insertion of...
Show moreA report issued in 2012 by the United States Government Accountability Office (US Government Accountability Office, 2012) concluded that the United States is not producing enough graduates in Science, Technology, Engineering, and Mathematics (STEM) to meet the demands of its economy. According to the National Center for Educational Statistics (2001), fewer than fifty percent of students nationally possess a solid command of mathematical content. This study tested whether the insertion of Academic Service Learning (ASL) into intermediate algebra courses improved students’ performance, their motivation to learn the subject, and attitudes towards mathematics learning. ASL is an educational strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities (Duffy, Barrington, West, Heredia, & Barry, 2011). The subjects in this study were thirty-four students enrolled in intermediate algebra at a large public university in southeast Florida. The participant group consisted of fifteen students who completed the requirements of the ASL program and the comparison group consisted of nineteen students who initially showed interest in the program but dropped out of the study early in the semester. Through a mixed method analysis, the study found that the proportion of students who passed the course in the ASL group was greater than the proportion of students in the non-ASL group. Similarly, the mean final course grade in the ASL group was higher than the mean final course grade in the non-ASL group. The results of the qualitative analyses showed that all the participants enjoyed the ASL experience. In addition, some participants felt that the ASL project raised their motivation to learn mathematics and increased their competence in mathematics. However, both quantitative and qualitative analyses revealed that the students’ participation in the ASL project did not affect their attitudes towards mathematics learning. The study concluded that Academic Service Learning has the potential to help improve students’ success rates in developmental mathematics courses as well as increase their motivation to learn the subject.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004739, http://purl.flvc.org/fau/fd/FA00004739
Subject Headings: Action research in education., Service learning., Universities and colleges--Public services., Teacher-student relationships., Algebra--Study and teaching (Higher), Educational technology--Evaluation., Motivation in education., Academic achievement.
Format: Document (PDF)

Title: An examination of the implementation of the Intel Essentials project-based learning model on middle and secondary reading and language arts FCAT student achievement and engagement.
Creator: Wright, Jeremy R., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The purpose of this study was to identify (1) the effectiveness of the Intel Essentials model of project-based learning based on student Florida Comprehensive Assessment test (FCAT) reading scores; (2) the differences in student engagement between students in classes with teachers trained in the Intel Essentials model of project-based learning and teachers not trained in the model as measured by the Beliefs about Classroom Structures Survey; (3) the level of implementation (high, average, or...
Show moreThe purpose of this study was to identify (1) the effectiveness of the Intel Essentials model of project-based learning based on student Florida Comprehensive Assessment test (FCAT) reading scores; (2) the differences in student engagement between students in classes with teachers trained in the Intel Essentials model of project-based learning and teachers not trained in the model as measured by the Beliefs about Classroom Structures Survey; (3) the level of implementation (high, average, or low) of teachers trained in the Intel Essentials model of project-based learning; and (4) any correlation between the level of implementation and the level of student engagement. A total of 32 teachers participated in the study. The teachers were split into 2 groups: the experimental group (N = 16) that participated in the Intel Essentials Training, and the control group (N = 16) that did not participate in the training. The results for this study were mixed. The students of the experimental group teachers (N = 780) had significantly higher (p < .05) FCAT scores than that of the control group students (N = 643). The control group with the exception of Motivating Tasks subscale had significantly higher levels of engagement. The correlation between level of implementation and student engagement produced a moderate negative correlation, meaning that the Intel trained teachers with the highest levels of implementation had the lowest levels of engagement.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/369395
Subject Headings: School improvement programs, Project method in teaching, Mobile communication systems in education, Academic achievement, Methodology, Education, Secondary, Computer-assisted instruction, Florida Comprehensive Assessment Test, Education, Effect of technological innovations on
Format: Document (PDF)

Title: Ecoqueer: Moving Beyond Ecocomposition's Heteronormative Binaries.
Creator: Hoover, Megan L., Barrios, Barclay, Florida Atlantic University
Abstract/Description: An examination of ecocomposition reveals that despite being careful to embrace all humans, it is still operating from a heterononnative standpoint. This perspective has led to an exclusion of gay male writers from its place-based approach to the study of the production of writing. By including the work of gay nature writer James Schuyler, the boundaries of ecocomposition are expanded to include yet another way of moving beyond restrictive cultural dualisms. Schuyler's work shows that...
Show moreAn examination of ecocomposition reveals that despite being careful to embrace all humans, it is still operating from a heterononnative standpoint. This perspective has led to an exclusion of gay male writers from its place-based approach to the study of the production of writing. By including the work of gay nature writer James Schuyler, the boundaries of ecocomposition are expanded to include yet another way of moving beyond restrictive cultural dualisms. Schuyler's work shows that definitions of masculinity need to be expanded to include gay males, and also highlights how sexual identity and setting interact to produce various interpretations of the self in one's writing. An expansion of ecocomposition results in a truly liberatory theory and pedagogy, one that encourages interactions that promote of all kinds of writing by all kinds of writers.
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Date Issued: 2008
PURL: http://purl.flvc.org/fau/fd/FA00000929
Subject Headings: Human ecology in literature, Literature, Modern--Criticism and interpretation, Environmental literature--Authorship--21st century, Homosexuality and literature--United States, English language--Rhetoric--Study and teaching--Social aspects--United States
Format: Document (PDF)

Title: Bilingual education and biliteracy in the Brazilian community: An attitudinal study.
Creator: Martins, Minouche C., Florida Atlantic University, Augustyn, Prisca
Abstract/Description: This study investigated parents' attitudes and expectations regarding Portuguese-English bilingual education, biliteracy, and language use at home in the Brazilian community in South Florida, specifically in the tri-county area of Dade, Broward and Palm Beach. Sixty-seven Brazilian parents participated in an online/print questionnaire study. The results show that parents strongly support bilingual education and the development of bilingualism. An overwhelming majority of parents strongly...
Show moreThis study investigated parents' attitudes and expectations regarding Portuguese-English bilingual education, biliteracy, and language use at home in the Brazilian community in South Florida, specifically in the tri-county area of Dade, Broward and Palm Beach. Sixty-seven Brazilian parents participated in an online/print questionnaire study. The results show that parents strongly support bilingual education and the development of bilingualism. An overwhelming majority of parents strongly encourage the use of Portuguese in the Brazilian homes. However, a discrepancy was found between parents' expectations and actual practices for their children's biliterate development. The majority of parents encourage the development of their children's speaking skills in Portuguese, but only few parents have strategies to develop their children's literacy in Portuguese. The lack of print-media in the heritage language in the home shows that parents look to formal education to fulfill their expectations in their children's biliteracy.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/13313
Subject Headings: Bilingual education--United States--Florida, Bilingualism--United States--Florida, Multiculturalism--United States--Florida, Literacy--Study and teaching, Language arts (Early childhood), Education--Parent participation--United States--Florida
Format: Document (PDF)

Title: Let us go then, you and I: Teaching "The Love Song of J. Alfred Prufrock".
Creator: Pence, Ava Whelan., Florida Atlantic University, Childrey, John
Abstract/Description: The teaching of the Modernist movement can be frustrating for both teachers and students. "The Love Song of J. Alfred Prufrock," which is commonly found in high school textbooks, can be daunting for teachers who do not know how to approach it. The purpose of this document is to supply teachers with the knowledge they need to effectively teach this important poem. The Modernist movement as a whole is examined, as is the life of T. S. Eliot. The poem is elucidated on a stanza-by-stanza basis;...
Show moreThe teaching of the Modernist movement can be frustrating for both teachers and students. "The Love Song of J. Alfred Prufrock," which is commonly found in high school textbooks, can be daunting for teachers who do not know how to approach it. The purpose of this document is to supply teachers with the knowledge they need to effectively teach this important poem. The Modernist movement as a whole is examined, as is the life of T. S. Eliot. The poem is elucidated on a stanza-by-stanza basis; this examination is followed by individual essays on theme, allusion, and metaphor. Last, the teacher will find questions to pose to students and ways in which these issues can be tackled by the student critic.
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Date Issued: 2001
PURL: http://purl.flvc.org/fcla/dt/12843
Subject Headings: Eliot, T S--(Thomas Stearns),--1888-1965--Love song of J Alfred Prufrock, Poetry, Modern--Study and teaching, Eliot, T S--(Thomas Stearns),--1888-1965--Criticism and interpretation
Format: Document (PDF)

Title: Maternal Involvement in Math Homework and its Influence on Adolescents’ Math Outcomes During the Transition to Middle School: Who Profits from Homework Assistance?.
Creator: Dickson, Daniel J., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: As adolescents transition to middle school, math confidence and performance declines (Eccles et al., 1993; Lee, Statuto, & Kadar-Voivodas, 1983). These declines are typically attributed to social and maturational changes (Eccles, Lord, & Midgley, 1991; Simmons & Blyth, 1987). In this dissertation, I explore the hypothesis that low parent support for schoolwork is also responsible. Latino-American adolescents are especially at risk for math difficulties. Maintaining adolescents’ engagement and...
Show moreAs adolescents transition to middle school, math confidence and performance declines (Eccles et al., 1993; Lee, Statuto, & Kadar-Voivodas, 1983). These declines are typically attributed to social and maturational changes (Eccles, Lord, & Midgley, 1991; Simmons & Blyth, 1987). In this dissertation, I explore the hypothesis that low parent support for schoolwork is also responsible. Latino-American adolescents are especially at risk for math difficulties. Maintaining adolescents’ engagement and performance in math are important goals for mothers because high levels of both are requisites for many professional careers. This dissertation will focus on Latino-American families to determine if mothers’ homework involvement is associated with changes in children’s math-related outcomes across the transition to secondary school. Parental involvement in math homework is assumed to mitigate declines in math performance during this transition. Cognitive models suggest that involved parents utilize scaffolding (Rogoff & Gardner, 1984) and instruction to ensure math achievement (Pomerantz & Moorman, 2010). Motivational models suggest that involved parents foster math engagement by bolstering child confidence, modeling management strategies, and promoting values that encourage children to work hard (Grolnick & Slowiaczek, 1994; Simpkins, Fredricks, & Eccles, 2015). However, empirical evidence in support of the importance of parents in math achievement is limited. While positive forms of involvement co-occur with better math outcomes (Bhanot & Jovanovic, 2005; Rice et al., 2013), no studies have examined such associations longitudinally. Children who are uninterested in math may be more susceptible to the effects of parental homework involvement because they lack internal motivation for mastery that underlies performance in other children. The present study examines the extent to which Latina-American mothers’ involvement in math homework is effective in preventing declines in child math-related outcomes (i.e., perceptions of math ability, etc) during the transition to middle school. Child math interest was postulated to moderate this association. Results indicated that low maternal homework involvement predicts worsening child math-related outcomes, but only for children who were intrinsically uninterested in math. The findings hold important implications for parents, who must work to ensure that they remain engaged in their children’s activities, especially if children appear uninterested in math.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004911, http://purl.flvc.org/fau/fd/FA00004911
Subject Headings: Hispanic Americans--Education--Parent participation., Academic achievement., Adjustment (Psychology), Learning, Psychology of., Parent and child., Parent and teenager., Mathematics--Study and teaching (Middle school), Middle school students., Motivation in education., Education--Parent participation.
Format: Document (PDF)

Title: The law of God and the statutes of men. A sermon, preached at the Music hall in Boston, on Sunday, June 18, 1854.
Creator: Parker, Theodore 1810-1860, B.B. Mussey and Company
Abstract/Description: Cover title varies: Laws of God and the statutes of men : a sermon. FAU copy has original printed wrappers; side stitched with cord.
PURL: http://purl.flvc.org/fau/fd/fauwsb17f9
Subject Headings: United States -- Fugitive slave law (1850) -- Moral and ethical aspects, Slavery and the church -- United States -- History -- 19th century -- Sources, Fugitive slave law (United States : 1850), Jewish law -- Sermons, Law -- Biblical teaching -- Sermons, Sermons, American -- 19th century, Slavery -- United States, Bible -- Matthew, IV, 10 -- Sermons, Congregational churches
Format: E-book

Title: Mercy remembered in wrath : a sermon preached by the Rev. Dr. Fuller, on Thursday, September 26, 1861, being the day of national fasting, humiliation and prayer.
Creator: Fuller, Richard 1804-1876
Abstract/Description: Includes bibliographical references. FAU copy has original green printed wrappers; side stitched with cord.
PURL: http://purl.flvc.org/fau/fd/fauwsb19f14
Subject Headings: American Civil War (1861-1865), Bible -- Habakkuk, III, 2 -- Sermons, Fast day sermons -- 1861 Sept. 26, Fast day sermons -- Maryland -- Baltimore, Judgment of God -- Sermons, Righteousness -- Biblical teaching -- Sermons, Sermons, American -- 19th century, United States -- History -- Civil War, 1861-1865 -- Sermons
Format: E-book

Title: Thanksgiving for victories : discourse.
Creator: Hitchcock, Roswell D. (Roswell Dwight) 1817-1887, Plymouth Church (Brooklyn, New York, N.Y.)
Abstract/Description: Sermon in favor of the Emancipation Proclamation, arguing that it will allow freed African-Americans to help the Union in the war effort. Alternate title: Discourse by R.D. Hitchcock. Notes: Caption title. "Delivered in Plymouth church, Brooklyn, September 11th, 1864, and published at the unanimous request of the congregation." "For sale at the office of The Independent ... and by Wm. E. Whiting"--Page [8]. Printed in two columns.
PURL: http://purl.flvc.org/fau/fd/fauwsb21f43
Subject Headings: United States -- History -- Civil War, 1861-1865 -- Peace -- Sermons, Slaves -- Emancipation -- United States, Thanksgiving sermons -- 1864 Sept. 11, American Civil War (1861-1865), United States -- History -- Civil War, 1861-1865 -- Sermons, United States -- Politics and government -- 1861-1865 -- Sermons, War -- Biblical teaching -- Sermons, Bible -- Psalms, CXLIV, 1 -- Sermons, Gratitude -- Religious aspects -- Sermons, Sermons, American -- 19th century
Format: E-book

Title: Peace through victory : sermon.
Creator: Thompson, Joseph P. (Joseph Parrish) 1819-1879, Loyal Publication Society of New York
Abstract/Description: Series: Loyal Publication Society (Series) ; no. 60. Alternate title: Caption title: Peace through victory : a Thanksgiving sermon, preached in Broadway Tabernacle Church, New York, on Sabbath, September 11, 1864. Notes: Cover title. "Declaratory resolution" and "Officers of the Society," page [2] of wrapper. List of pamphlets issued by the Loyal Publication Society, page [3-4] of wrapper. FAU Libraries' copy has original printed wrappers; side stitched with cord.
PURL: http://purl.flvc.org/fau/fd/fauwsb21f42
Subject Headings: United States -- History -- Civil War, 1861-1865 -- Peace -- Sermons, Thanksgiving sermons -- 1864 Sept. 11, Slavery -- United States -- Sermons, Slaves -- Emancipation -- United States, United States -- Politics and government -- 1861-1865 -- Sermons, War -- Biblical teaching -- Sermons, War -- Moral and ethical aspects -- Sermons, Bible -- Psalms, XCVIII, 1 -- Sermons, Bible -- Isaiah, XXXII, 17 -- Sermons
Format: E-book

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

Title: Discourse on the uses and importance of history, illustrated by a comparison of the American and French Revolutions.
Creator: Rives, William C. (William Cabell) 1793-1868, University of Virginia Alumni Association
Abstract/Description: By W.C. Rives, Esq. "Delivered before the Historical Department of the Society of Alumni of the University of Virginia, 29th June 1847." Includes bibliographical references. FAU copy in printed brown wrappers with cover title within double-rule frame.
PURL: http://purl.flvc.org/fau/fd/fauwsb14f4
Subject Headings: Revolutions -- America -- History -- 18th century, United States -- History -- Revolution, 1775-1783, Revolutions -- Cross cultural studies, France -- History -- Revolution, 1789-1799, History -- Study and teaching, Universities and colleges -- Alumni and alumnae -- Societies, etc, Speeches, addresses, etc., American -- 19th century, Universities and colleges -- Virginia -- Charlottesville
Format: E-book

Title: The character and influence of abolitionism : a sermon preached in the First Presbyterian Church, Brooklyn, on Sabbath evening, December 9th, 1860.
Creator: Van Dyke, Henry J. (Henry Jackson) 1822-1891, D. Appleton and Company
Abstract/Description: Cover title. Publisher’s advertisements on back cover. FAU copy has original printed covers, side stitched with cord; trimmed to 23 cm.
PURL: http://purl.flvc.org/fau/fd/fauwsb18f32
Subject Headings: Abolitionists -- United States -- Sermons, Antislavery movements -- United States -- Sermons, Sermons -- United States -- 19th century, Presbyterian Church in the U.S.A. (Old School) -- Sermons, Slavery -- Biblical teaching -- Sermons, Slavery -- Moral and ethical aspects -- Sermons, Bible -- Timothy, 1st, VI, 1-5 -- Sermons, Slavery and the church -- Presbyterian Church -- Sermons, Slavery in the Bible -- Sermons
Format: E-book

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