Current Search: Communication in education (x)
View All Items
(1 - 20 of 21)
Pages
- Title
- The impact of parent communications and expectations on teacher practices in private Jewish day schools.
- Creator
- Solomon, Rebecca, Weber, Roberta K., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This mixed methods study investigated teacher, parent, and school leader perceptions of the impact of parent communications and expectation on teacher practices, focusing specifically on four categories: grading, communication, instructional, and curriculum practices. Quantitative data were collected through online surveys from 25 teachers in second through fifth grades, as well as 96 parents of second through fifthgraders, in five private Jewish day schools located in the Southeastern United...
Show moreThis mixed methods study investigated teacher, parent, and school leader perceptions of the impact of parent communications and expectation on teacher practices, focusing specifically on four categories: grading, communication, instructional, and curriculum practices. Quantitative data were collected through online surveys from 25 teachers in second through fifth grades, as well as 96 parents of second through fifthgraders, in five private Jewish day schools located in the Southeastern United States. Qualitative data were collected from ten teachers, ten parents, and three school leaders who provided interviews, where they elaborated on the nature of parental communications and expectations at their own schools and their perceptions of their impact on teacher practices. The findings indicated that parent communications take place with high frequency, and are initiated fairly evenly between parents and teachers. Parents and teachers differ on their perceptions of negativity of communications, with teachers reporting more negative communications than parents. A t-test was conducted on the survey items that corresponded with the four categories to compare parent and teacher responses. There were some statistically significant differences in the perceptions of parents and teachers of the impact of particular types of parent communications on teacher practices in private Jewish day schools. These included requests for reviews of a child's grade or a grade change, as well as requests for changes in the content of homework. However, the qualitative data overwhelmingly indicated that parents and teachers have similar perceptions of the impact of parents communications and. They felt that parents occasionally request certain changes, but that these changes have minimal impact in the classroom, outside of isolated, individual events. expectations The school leaders who participated in the study agreed that, for the most part, the dayto- day practices of teachers were not greatly impacted by parent communications.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fau/fd/FA0004063
- Subject Headings
- Communication in education, Interaction analysis in education, Parent participation
- Format
- Document (PDF)
- Title
- A NEW FOCUS FOR THE STUDY OF PERSONAL INFLUENCE: PUBLIC SCHOOL DESEGREGATION.
- Creator
- ATHOS, DEBORAH E., Florida Atlantic University, Gatlin, Douglas S., Dorothy F. Schmidt College of Arts and Letters, Department of Political Science
- Abstract/Description
-
The purpose of this thesis was to test hypotheses associated with the "two-step flow of communication." The uniqueness of this study rests in the new type of issue used as a data base--public school desegregation. This study relied on a larger effort by Drs. Douglas S. Gatlin, Everett F. Cataldo, and Micheal W. Giles in which over 6,000 respondents from eight Florida counties were interviewed. The extremely narrow context of personal influence and the overwhelming importance of personal...
Show moreThe purpose of this thesis was to test hypotheses associated with the "two-step flow of communication." The uniqueness of this study rests in the new type of issue used as a data base--public school desegregation. This study relied on a larger effort by Drs. Douglas S. Gatlin, Everett F. Cataldo, and Micheal W. Giles in which over 6,000 respondents from eight Florida counties were interviewed. The extremely narrow context of personal influence and the overwhelming importance of personal experiences in explaining why people change their minds suggest that successful community adjustment to integrated schooling will become a reality only through careful re-evaluation of existing desegregation policy.
Show less - Date Issued
- 1974
- PURL
- http://purl.flvc.org/fcla/dt/13657
- Subject Headings
- Segregation in education, Communication--Research
- 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
-
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
- A comparison of interpersonal communication style and relationship satisfaction of academic and student affairs administrators in two-year colleges.
- Creator
- Anderson, Patricia Jean., Florida Atlantic University, Ijams, Karl, Lynch, Ann Q.
- Abstract/Description
-
The purpose of this dissertation was to compare the communication style of academic and student affairs administrators and to determine whether these administrators were satisfied with their mutual relationship. The study was conducted among 109 chief academic and student affairs administrators in two year colleges from five states who took the Myers-Briggs Type Indicator (MBTI) and the researcher's Relationship Satisfaction Survey. Oneway analysis of variance and the Selection Ratio Type...
Show moreThe purpose of this dissertation was to compare the communication style of academic and student affairs administrators and to determine whether these administrators were satisfied with their mutual relationship. The study was conducted among 109 chief academic and student affairs administrators in two year colleges from five states who took the Myers-Briggs Type Indicator (MBTI) and the researcher's Relationship Satisfaction Survey. Oneway analysis of variance and the Selection Ratio Type Table were used to compare responses by groups of academic or student affairs administrators on MBTI scales of sensing or intuition and thinking or feeling. Oneway analysis of variance was also used to compare participants' responses to six items on importance and satisfaction scales of the Relationship Satisfaction Survey. The MBTI findings of the study indicated that academic affairs administrators were more likely than student affairs administrators to prefer intuition and student affairs administrators more likely to prefer sensing. Almost one half of the academic affairs administrators preferred intuition plus thinking, and almost eighty percent preferred intuition. The student affairs administrators' types were more diverse, with one third scoring as feeling types and over one half sensing types. These findings have an impact on the communication style that might be used by administrators when collaborating with counterparts of differing psychological types. The findings of the Relationship Satisfaction Survey indicated no significant difference between the two groups in their importance or satisfaction ratings of six aspects of the partnership. These aspects included agreement on resource allocation, agreement on policies and procedures, agreement on ethical principles and practices, effective listening by partner, general understanding and maintaining a collaborative working relationship. The means of the sums of importance and satisfaction scale scores for each group were similar, indicating both groups believed the items important and were satisfied with those aspects of their partnership. Conclusions related to the findings include suggestions to improve the communication between academic and student affairs administrators. Specific suggestions were given for each of the four MBTI functions of sensing plus thinking, sensing plus feeling, intuition plus thinking and intuition plus feeling. It is recommended that future research include larger studies, studies where participation is of a less voluntary nature and studies of matched pairs of administrators who work together.
Show less - Date Issued
- 1997
- PURL
- http://purl.flvc.org/fcla/dt/12497
- Subject Headings
- Interpersonal communication, Community colleges--United States, Communication in education, College administrators--United States
- Format
- Document (PDF)
- Title
- Public speaking as the last battlefield: a Cluster-Agon Analysis of conceptual conflicts in the controversy between traditional and online college classes.
- Creator
- Newbolt, Shaundi C., Dorothy F. Schmidt College of Arts and Letters, School of Communication and Multimedia Studies
- Abstract/Description
-
Communication scholars are in disagreement over the presence of online public speaking courses in higher education. Despite limited research on the Online Public Speaking model, it is quickly replacing the traditional public speaking model in American colleges and universities. This study used Burkean Cluster-Agon Analysis to uncover core concepts from four contemporary public speaking textbooks used in various classroom models (traditional, online and hybrid). Concepts were then compared...
Show moreCommunication scholars are in disagreement over the presence of online public speaking courses in higher education. Despite limited research on the Online Public Speaking model, it is quickly replacing the traditional public speaking model in American colleges and universities. This study used Burkean Cluster-Agon Analysis to uncover core concepts from four contemporary public speaking textbooks used in various classroom models (traditional, online and hybrid). Concepts were then compared with traditional core concepts of early speech communication to determine if technology has influenced contemporary core concepts. Results determined that contemporary core concepts from three of the four public speaking textbooks reflected traditional core concepts of early speech communication. The fourth textbook revealed similar contemporary core concepts with expanded definitions to technologically mediated speech situations.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3355867
- Subject Headings
- Internet in education, Communication, Philosophy, Communication, Study and teaching (Higher), Persuasion (Rhetoric)
- Format
- Document (PDF)
- Title
- Leading the way: the relationships between effective teachers' interactions with their students and their students' interactions with each other in two multi-grade parochial classrooms.
- Creator
- Stephens, Eudora A., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
The qualitative research study examined the teacher-student and student-student interactions that took place in two elementary parochial classrooms staffed by teachers nominated as effective by their supervisors. The study also examined relationships, similarities and differences between the teacher-student and student-student interactions. Qualitative data were collected including classroom observations, interviews with teachers, and focus group interviews with students. Results indicated...
Show moreThe qualitative research study examined the teacher-student and student-student interactions that took place in two elementary parochial classrooms staffed by teachers nominated as effective by their supervisors. The study also examined relationships, similarities and differences between the teacher-student and student-student interactions. Qualitative data were collected including classroom observations, interviews with teachers, and focus group interviews with students. Results indicated that effective teachers supported their students organizationally through well-organized learning environments ; instructionally by using a variety of instructional scaffolds, strategies and materials while holding students accountable for their learning ; and emotionally by meeting students' needs for belonging and safety. Student-student instructinal and emotional supports reflected most of the elements of teacher-student organizational, instructional and emotional supports but also included some negative interactions not present in teacher-student interactions. Implications for classroom practice, public policy and further research in classroom interactions are given.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3359155
- Subject Headings
- Classroom environment, Effective teaching, Communication in education, Teacher-student relationships, Interaction analysis in education, Social interaction in children
- Format
- Document (PDF)
- Title
- Gender Issues in Art Education and Art Production.
- Creator
- Sandoval, lliana M., Novak, James, Florida Atlantic University
- Abstract/Description
-
This inquiry will address some of the inequities that exist regarding women in the visual arts and art history, and how that impacts art education practice. The influence of popular visual culture on the construction of gender identity, and differences between the sexes in areas of learning and creativity, will be considered. Teaching strategies developed by educators, which lead towards greater gender equality in art education, will also be discussed. Finally. because my experiences as an...
Show moreThis inquiry will address some of the inequities that exist regarding women in the visual arts and art history, and how that impacts art education practice. The influence of popular visual culture on the construction of gender identity, and differences between the sexes in areas of learning and creativity, will be considered. Teaching strategies developed by educators, which lead towards greater gender equality in art education, will also be discussed. Finally. because my experiences as an art teacher and my current artwork have lead to this gender related research. this discussion will include a brief autobiographical section, a thorough description and analysis of my artwork, and my major artistic influences.
Show less - Date Issued
- 2007
- PURL
- http://purl.flvc.org/fau/fd/FA00000959
- Subject Headings
- Art--Study and teaching, Visual communication in art, Gender identity in education
- Format
- Document (PDF)
- Title
- The Impact of iCoaching on Teacher-delivered Opportunities to Respond.
- Creator
- Randolph, Kathleen M., Duffy, Mary L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
- Abstract/Description
-
Employment coaching is essential for performing job duties and for developing and enhancing skills. Coaching in the school setting typically follows the traditional format of pre-conference, observe, and post-conference, where feedback on teaching performance is shared but often delayed. Professional development provides teachers with skills to enhance their teaching practice with little to no follow-up or support. The most effective way to produce change in the school setting is to show the...
Show moreEmployment coaching is essential for performing job duties and for developing and enhancing skills. Coaching in the school setting typically follows the traditional format of pre-conference, observe, and post-conference, where feedback on teaching performance is shared but often delayed. Professional development provides teachers with skills to enhance their teaching practice with little to no follow-up or support. The most effective way to produce change in the school setting is to show the connection between professional development and student performance, and iCoaching can help to bridge the gap. Research shows that effective feedback is immediate, systematic, positive, constructive, and detailed (Scheeler & Lee, 2002). Bug-in-ear (BIE) coaching is a way to provide immediate feedback so correction can be made live, and errors are reduced. iCoaching uses iPods as a BIE device with a coach serving as a remote observer providing coaching prompts or immediate feedback to the teacher to allow the teacher to implement ideas or make corrections immediately. Increasing opportunities to respond (“Increasing Opportunities to Respond,” 2015) is a way to increase academic achievement and on task behavior (Sutherland, Alder, & Gunter, 2003). This study utilized a multiple probe across participants design to investigate the effect of iCoaching on teacher-delivered OTR. Four teacher participants and their students participated in the study, where the teachers completed a teacher preparation session and live iCoaching sessions to increase their OTR. Data were collected on OTR (including the type of OTR), coaching comments, student responses, and student curricular performance. The results indicate that iCoaching was effective in increasing teacher-delivered OTR and increasing student responses and academic performance. Implications for future research are discussed.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004881, http://purl.flvc.org/fau/fd/FA00004881
- Subject Headings
- Teachers--Training of., Teacher effectiveness., Feedback (Psychology), Interaction analysis in education., Behavior modification., Communication in education., Bluetooth technology.
- Format
- Document (PDF)
- Title
- Going on the Grid: Secondary Teachers’ Implementation of Mobile Handheld Devices as Instructional Tools.
- Creator
- Berger, Allison S., Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This mixed methods study examined secondary teachers’ technology selfefficacy, their professional development activities regarding mobile handheld devices, and how those activities affect their use of mobile devices as instructional tools. Additionally, this study also explored teachers’ perceptions of other factors that act as barriers or enablers to their use of such devices. The study included 104 middle and high school teachers who taught in a large, urban public school district in the...
Show moreThis mixed methods study examined secondary teachers’ technology selfefficacy, their professional development activities regarding mobile handheld devices, and how those activities affect their use of mobile devices as instructional tools. Additionally, this study also explored teachers’ perceptions of other factors that act as barriers or enablers to their use of such devices. The study included 104 middle and high school teachers who taught in a large, urban public school district in the Southeastern United States. Data were collected through the administration of an electronic survey and semi-structured interviews. The researcher utilized multiple regression and moderator analyses, as well as qualitative analysis of the interview data. The results of the multiple regression analysis revealed teachers’ technologyrelated self-efficacy to be a significant predictor of their instructional use of mobile handheld devices. However, secondary teachers’ level of professional development was found not to contribute significantly to the model. The moderator analysis too revealed professional development to be a nonsignificant factor. The findings of the qualitative phase of the study revealed secondary teachers’ awareness of their varied and fluid technology-related self-efficacy, as well as those factors that modify it. Qualitative data also revealed four categories of essential elements that teachers must have in order to most effectively implement mobile handheld devices within their pedagogy: intellectual capital, emotional capital, social-cultural capital, and technological capital. When lacking, these elements can represent barriers to teachers’ implementation of mobile handheld devices. Targeted professional development and increased funding to minimize the digital divide are recommended to reduce these barriers. The findings of the study inform designers of professional development programs, school and district and secondary teachers, as they are all stakeholders in the process of increasing the effective implementation of mobile handheld devices as instructional tools.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004649, http://purl.flvc.org/fau/fd/FA00004649
- Subject Headings
- Computer assisted instruction, Education -- Effect of technological innovations on, Educational innovations, Educational technology, Internet in education, Mobile communication systems in education, Pocket computers
- Format
- Document (PDF)
- Title
- Using WatchMinder to increase the on-task behavior of students with autism spectrum disorder.
- Creator
- Finn, Lisa., College of Education, Department of Exceptional Student Education
- Abstract/Description
-
In this study the effectiveness of WatchMinderTM, a vibrating prompt watch, was examined as a component of a self-monitoring intervention package to help students with autism increase on-task behavior during independent seatwork. A multitude of literature since the 1970s has suggested that self-monitoring interventions are integral in increasing task engagement. Tactile prompting devices are a new aspect of self-monitoring interventions, and the limited research has shown that these...
Show moreIn this study the effectiveness of WatchMinderTM, a vibrating prompt watch, was examined as a component of a self-monitoring intervention package to help students with autism increase on-task behavior during independent seatwork. A multitude of literature since the 1970s has suggested that self-monitoring interventions are integral in increasing task engagement. Tactile prompting devices are a new aspect of self-monitoring interventions, and the limited research has shown that these unobtrusive devices are effective for providing feedback to monitor their behavior. Self-graphing is another component of self-monitoring interventions that has received little attention in the literature. However, many studies recognize the importance for individuals to be active participants in their educational programs by analyzing progress and being a part of the decision making process. This study assessed the use of WatchMinder and self-graphing on the on-task behavior of four elementary students with autism in the special education setting.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fcla/dt/3362336
- Subject Headings
- Autism spectrum disorders in children, Treatment, Autism spectrum disorders in children, Behavior modification, Behavior disorders in children, Treatment, Communication in education, Cognitive therapy, Methodology
- Format
- Document (PDF)
- Title
- Improving college professors' communication skills inside the classroom: an exploratory study.
- Creator
- Van Allan, James., Dorothy F. Schmidt College of Arts and Letters, School of Communication and Multimedia Studies
- Abstract/Description
-
This thesis examines how college professors can improve their communication skills inside the classroom by testing pedagogical issues identified in previous scholarship against current teaching practices. This thesis addresses four main areas related to classroom communication skills that reflect how to build a classroom into a community of equality, open dialogue, and deep learning. The importance of classroom communities and of professors developing engaging deliveries to create compelling...
Show moreThis thesis examines how college professors can improve their communication skills inside the classroom by testing pedagogical issues identified in previous scholarship against current teaching practices. This thesis addresses four main areas related to classroom communication skills that reflect how to build a classroom into a community of equality, open dialogue, and deep learning. The importance of classroom communities and of professors developing engaging deliveries to create compelling oral performances is described as well as issues of active listening and various models and techniques to help facilitate communication better in the classroom. A qualitative study analyzing written interviews completed by 19 college professors in Florida is conducted. Interview responses are then compared to pedagogical issues identified in previous literature to determine if there are similarities or gaps in current research. The interview determined that an interactive classroom with a professor who is consciously aware of their communication skills can help foster deeper learning with students. This research can help to develop best teaching practices for college professors.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3174312
- Subject Headings
- Oral communication, Interaction analysis in education, Teacher-student relationships.-, Teacher effectiveness
- Format
- Document (PDF)
- Title
- Self-Directed Learning and the Lupus Patient: Using Adult: Education Strategies to Actively Cope with Chronic Illness.
- Creator
- Brittain, Kristin, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was 1) to examine the significance of a patient’s active or passive role in terms of his/her health management; 2) to determine if a relationship exists between one’s active and passive scores and his/her self-directed learning readiness, and 3) to identify if his/her view of one’s self as a patient (when diagnosed with a chronic disease) impacted his/her own personal health management. Utilizing the quantitative analysis of The Self-Directed Learning Readiness Scale...
Show moreThe purpose of this study was 1) to examine the significance of a patient’s active or passive role in terms of his/her health management; 2) to determine if a relationship exists between one’s active and passive scores and his/her self-directed learning readiness, and 3) to identify if his/her view of one’s self as a patient (when diagnosed with a chronic disease) impacted his/her own personal health management. Utilizing the quantitative analysis of The Self-Directed Learning Readiness Scale and the Vanderbilt Pain Management Inventory, 81 individuals’ descriptive statistics were analyzed. Self-directed learning was found to positively influence an individual’s ability to be an active patient. The moderated demographic characteristics of age, ethnicity, education level, and gender did not have a direct relationship between selfdirected learning readiness and active/passive coping groups. Further, it was established that the majority of the participants within the study, 83.75%, considered themselves an active patient managing their lupus diagnosis. However, 16.25% of the participants did not believe that they were actively managing their illness. Self-directed learning characteristics were examined through the responses to an open-ended question. The two most prevalent themes pertained to active coping and control. Characteristics of self-directed learning readiness appeared predominant amongst the responses, particularly goal-orientation and accepting responsibility for learning. Minimal themes regarding planning and enjoying learning were provided within the data. These characteristics were identified throughout the study in hopes of further research and program implementations that will help to develop leadership abilities and activity levels of self-health management in chronically ill patients. This will enable lupus patients to have a more positive outcome, it will help them successfully manage their own health, and it will improve their overall quality of life.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004663, http://purl.flvc.org/fau/fd/FA00004663
- Subject Headings
- Adjustment (Psychology), Autoimmune diseases -- Care, Communication in medicine, Health education, Health promotion, Systemic lupus erythematosus
- Format
- Document (PDF)
- Title
- The effectiveness of direct instruction in teaching students with autism spectrum disorders to answer “wh-” questions.
- Creator
- Cadette, Jessica N., Wilson, Cynthia L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
- Abstract/Description
-
Teachers of students with autism spectrum disorders (ASD) often struggle to find effective instructional methods to use with their students on a daily basis. The characteristic verbal, social, and behavioral limitations of children with ASD make finding effective teaching methods difficult. Though some intensive intervention methods, such as discrete trial teaching (DTT), have numerous studies demonstrating their effectiveness with students with ASD, the required one-on-one format makes it...
Show moreTeachers of students with autism spectrum disorders (ASD) often struggle to find effective instructional methods to use with their students on a daily basis. The characteristic verbal, social, and behavioral limitations of children with ASD make finding effective teaching methods difficult. Though some intensive intervention methods, such as discrete trial teaching (DTT), have numerous studies demonstrating their effectiveness with students with ASD, the required one-on-one format makes it impractical to use in a classroom setting on a regular basis. Direct Instruction (DI) appears in the literature as a promising intervention for students with developmental disabilities. One benefit of DI is that, unlike DTT and similar interventions, it can be implemented in a group format. This group format provides a practical alternative for classroom teachers to use with their students with ASD. This study utilized a multiple probe across behaviors design to further investigate the use of DI to teach high school students with ASD how to answer “wh-” questions. The researcher used the Science Research Associates (SRA) Reading Mastery language program, which is a DI program designed to develop language skills. Three participants between the ages of 15 and 17 participated in 20-25 minute instructional sessions four times a week for eight weeks. Data were collected on each participant’s accuracy in answering “wh-” questions during baseline, acquisition (teaching), and maintenance conditions. The results indicate that DI was effective in helping participants acquire the language skills necessary to accurately respond to “what,” “where," and “who” questions. Implications for small group language instruction for students with ASD and recommendations for future research are discussed.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004352, http://purl.flvc.org/fau/fd/FA00004352
- Subject Headings
- Austim spectrum disorders in children, Autistic children -- Education, Autistic children -- Language -- Testing, Autistic children -- Means of communication, Children with autism spectrum disorders -- Education, Communication disorders in children -- Testing, Langugage disorders in children -- Testing
- Format
- Document (PDF)
- Title
- Investigating Approaches to Media Literacy: An Analysis of Media Literacy Organizations.
- Creator
- Francis, Michael, Hyslop-Margison, Emery, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
Media literacy is a competency needed for success in the 21st century yet a clear purpose does not exist that is useful in curriculum design. The purpose of this study was to investigate a combined (eclectic) approach to media literacy education according to selected international media literacy organizations. Determining an eclectic approach from subject area experts will be useful in designing and integrating media literacy curriculum. Methodologically, this study was a qualitative content...
Show moreMedia literacy is a competency needed for success in the 21st century yet a clear purpose does not exist that is useful in curriculum design. The purpose of this study was to investigate a combined (eclectic) approach to media literacy education according to selected international media literacy organizations. Determining an eclectic approach from subject area experts will be useful in designing and integrating media literacy curriculum. Methodologically, this study was a qualitative content analysis and is thematic in nature using a constant comparative method of analysis. Supporting frameworks were established through standards based curriculum development and Schwab’s (1969, 1971, 1973, 1983) ideas of practical deliberation. Purposive heterogeneous sampling was utilized in identifying media literacy organizations from countries considered leaders in media education. This included organizations from Australia, Canada, and the United Kingdom. The primary approaches throughout all identified countries include an arts, critical, literacy, protectionist, and tool approach to media literacy. Through the process of curriculum deliberation, it is necessary to reconcile these approaches into one eclectic approach. Although individual subject areas may focus on one approach, it is important to consider all approaches equally during curriculum deliberation. In comparing an eclectic approach to Florida language arts standards (modeled after the Common Core State Standards), it was discovered that an eclectic approach to media literacy is not present. These standards focus almost exclusively on a literacy approach despite state statue requiring the full integration of media literacy. Language arts standards also remain focused on print media despite acknowledging that students should be prepared for success in the 21st century. This is a media saturated world and every subject should implement media literacy principles and approaches that prepare students to succeed in it.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004592, http://purl.flvc.org/fau/fd/FA00004592
- Subject Headings
- Mass media in education., Media literacy--Curricula., Visual learning., Information technology--Management., Mobile communication systems in education., Creative thinking--Study and teaching.
- Format
- Document (PDF)
- Title
- Teaching to transform: toward an action-oriented feminist pedagogy in women’s studies.
- Creator
- Siddiqui, Shereen, Brown, Susan Love, Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Languages, Linguistics and Comparative Literature
- Abstract/Description
-
This qualitative study was conducted to develop a better understanding of the place of praxis in higher education women’s studies programs in the U.S. Built upon theories of feminist pedagogy, feminist praxis, activism, experiential education, and academic service-learning, the research explores how praxis is reflected and taught in women’s studies programs, how these programs impact students’ understanding of feminist theory and practice, and what factors affect the implementation of action...
Show moreThis qualitative study was conducted to develop a better understanding of the place of praxis in higher education women’s studies programs in the U.S. Built upon theories of feminist pedagogy, feminist praxis, activism, experiential education, and academic service-learning, the research explores how praxis is reflected and taught in women’s studies programs, how these programs impact students’ understanding of feminist theory and practice, and what factors affect the implementation of action-oriented pedagogy. Examples of several action-oriented projects that have successfully been implemented in women’s studies courses are offered, and a case study demonstrates the impact of these projects. The methods used include document review of women’s studies mission statements and syllabi, and interviews with women’s studies faculty and alumnae. The interview data were coded and analyzed using a grounded theory approach.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004410, http://purl.flvc.org/fau/fd/FA00004410
- Subject Headings
- Communication in social action -- Study and teaching, Critical pedagogy, Feminism -- Study and teaching (Higher), Feminism and higher education, Mentoring in education, Social action -- Study and teaching, Women's studies
- Format
- Document (PDF)
- Title
- Teacher quality and teaching quality of 7th-grade Algebra 1 Honors teachers.
- Creator
- Perez, Barbara., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
With more and more focus on accountability, algebra achievement has become a major focus of math curriculum developers. In many states, students are expected to pass standardized Algebra achievement tests in order to satisfy graduation requirements. The purpose of this study was to identify teacher qualities and teaching qualities linked to teacher effectiveness in 7th-grade Algebra I Honors. This study examined two aspects of teachers, teacher quality and teaching quality. Teacher quality...
Show moreWith more and more focus on accountability, algebra achievement has become a major focus of math curriculum developers. In many states, students are expected to pass standardized Algebra achievement tests in order to satisfy graduation requirements. The purpose of this study was to identify teacher qualities and teaching qualities linked to teacher effectiveness in 7th-grade Algebra I Honors. This study examined two aspects of teachers, teacher quality and teaching quality. Teacher quality refers to the characteristics that teachers possess and teaching quality refers to what teachers do in the classroom to foster student learning. For this study, teacher quality included teacher professional preparation characteristics and teacher knowledge. Also, aspects of teaching quality that promote conceptual understanding in Algebra were examined. The difference between more and less effective teachers in this study lies in teaching quality, what teachers do in the classroom, as opposed to teacher quality, what those teachers bring with them to the classroom. The findings of this study indicate that elements of teaching quality are more indicative of teacher effectiveness than elements of teacher quality among teachers in the study. Although there was some evidence of a relationship between elements of teacher quality and teacher effectiveness, there were clear differences in teaching quality among more effective and less effective teachers in this study.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fcla/dt/3360970
- Subject Headings
- Mathematics, Study and teaching (Middle school), Educational tests and measurements, Teachers, Training of, Communication in mathematics
- Format
- Document (PDF)
- Title
- Talking in Circles: A Mixed Methods Study of School-wide Restorative Practices in Two Urban Middle Schools.
- Creator
- Brown, Martha A., Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This mixed methods, multisite case study examined the relational ecology of two urban middle schools that had adopted school-wide restorative practices (SWRPs) and the changes that occurred as a result of the reform initiative. The study was conducted in two Title I middle schools in the Oakland Unified School District in California. A positive relational ecology existed in these two urban middle schools, and this ecology was built on the interacting and interrelated themes of relational...
Show moreThis mixed methods, multisite case study examined the relational ecology of two urban middle schools that had adopted school-wide restorative practices (SWRPs) and the changes that occurred as a result of the reform initiative. The study was conducted in two Title I middle schools in the Oakland Unified School District in California. A positive relational ecology existed in these two urban middle schools, and this ecology was built on the interacting and interrelated themes of relational trust, being heard, a relational-based, student-centered culture, and a commitment to the principles of social justice. The positive relational ecology created a strong foundation upon which change could occur at the organizational, individual, and pedagogical levels. Various structures within the schools, including circles, instructional leadership teams, student councils, and peer mediation, created space for teachers and students to be heard and empowered, which subsequently facilitated change and growth for many administrators, teachers, and students. High turnover, lack of initial and ongoing training, and the development of quasi- or non-restorative processes jeopardized program fidelity. Findings revealed that in these restorative schools, relational ecology and change were inseparable, and that they moved and influenced each other. A positive relational ecology created an environment that enabled leaders and staff to feel safe as they embarked upon the journey of change. Changes in the ways that members of the school communities related to each other on a daily basis provided additional motivation to continue the change effort, and these changes then strengthened the relational ecologies. Findings of this study are significant and have implications for schools and school districts, policy makers, and teacher and leader education programs. Future research should include longitudinal, mixed methods studies that assess the school culture before and after implementing SWRPs, as well as experimental or quasi-experimental designs that compare restorative and non-restorative schools. Such studies may provide more empirical evidence that links healthy relational ecologies to student achievement, less teacher turnover, decreased conflict, and healthier communities, thereby strengthening the case for rejecting punitive and discriminatory zero tolerance school discipline policies and adopting restorative justice in education instead.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004483, http://purl.flvc.org/fau/fd/FA00004483
- Subject Headings
- Alternative education, Communication and education., Crisis management, Experiential learning, Motivation in education, Oppression (Psychology), Psychology, Applied, Restorative justice, Therapeutic jurisprudence, Transformative learning
- Format
- Document (PDF)
- Title
- Perceptions of Academic Resilience Among Teachers and Twelfth Grade Adolescent Girls.
- Creator
- Obrien, Alise, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This qualitative research study explored perceptions of academic resilience among teachers and twelfth grade adolescent girls. Specifically, how students and teachers believe teachers promote academic resilience in students, the characteristics of academically resilient students according to students and teachers, and the characteristics of academically non-resilient students according to teachers. The relationship between the general comments made during student focus group sessions and the...
Show moreThis qualitative research study explored perceptions of academic resilience among teachers and twelfth grade adolescent girls. Specifically, how students and teachers believe teachers promote academic resilience in students, the characteristics of academically resilient students according to students and teachers, and the characteristics of academically non-resilient students according to teachers. The relationship between the general comments made during student focus group sessions and the students' responses on the Locus of Control (LOC) survey were analyzed. Qualitative data were collected including teacher interviews, student focus groups, Implicit Theories of Intelligence Scales for teachers and students as well as the Nowicki-Strickland Locus of Control Survey for students. Findings indicated that teachers and students both reported teachers who were flexible and provided extra help sessions for students promoted academic resilience. It also was reported by teachers and students that developing personal relationships with students helped to promote academic resilience. Teachers and students reported similar characteristics of academically resilient students. Characteristic behaviors of academic resilient students were identified as having ambition or being motivated to be successful. Having a positive attitude and having the ability to be reflective also were identified as characteristic of academic resilience. Finally, teachers and students agreed that having a strong internal locus of control is characteristic of academic resilience.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004529, http://purl.flvc.org/fau/fd/FA00004529
- Subject Headings
- Academic achievement -- United States, Belief and doubt, Communication in learning and scholarship, Educational leadership, Motivation in education -- United States, Resilience (Personality trait) in adolescence, Success -- Psychological aspects
- 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.
Show less - 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
- Examining principled L1 use in the foreign language classroom.
- Creator
- Osswald, Isabel., Dorothy F. Schmidt College of Arts and Letters, Department of Languages, Linguistics and Comparative Literature
- Abstract/Description
-
This study examines the potential benefits of using the native language of learners in a principled way by reviewing research that represents the dominant view of using only the second or target language (L2) against a growing body of literature that argues for principled L1 use. The development of the direct and monolingual method and its key aspects are discussed, and bilingual methods and arguments for implementing the first language (L1) in a foreign language classroom are reviewed and...
Show moreThis study examines the potential benefits of using the native language of learners in a principled way by reviewing research that represents the dominant view of using only the second or target language (L2) against a growing body of literature that argues for principled L1 use. The development of the direct and monolingual method and its key aspects are discussed, and bilingual methods and arguments for implementing the first language (L1) in a foreign language classroom are reviewed and evaluated. An attitudinal case study investigating learners' attitudes towards L1 use in the classroom showed that students prefer a mixture of L1 and L2, and that the principled use of the L1 has positive effects on the learner.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/2978943
- Subject Headings
- Language and languages, Study and teaching, Monolingual method, Language and languages, Study and teaching, Bilingual method, Second language acquisition, Curriculum planning, Communication in education
- Format
- Document (PDF)
