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Title: Precursors Of Sexualization: Perspectives of Mothers and Female Teachers Regarding the Influence of the Media on 4-Year-Old Girls’ Gender Identity Development.
Creator: Malhoyt-Lee, Jennifer M., Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The sexualization of girls is an ongoing issue that has garnered much attention in recent years, with one contributing factor, media, becoming an ever-increasing part of children’s lives. This study explored four questions: How do mothers and teachers perceive the media’s influence on young girls’ identity development? To what extent do these caregivers engage young girls in analyzing media messages? What observed behaviors of 4-year old girls indicate media’s influence? and What are...
Show moreThe sexualization of girls is an ongoing issue that has garnered much attention in recent years, with one contributing factor, media, becoming an ever-increasing part of children’s lives. This study explored four questions: How do mothers and teachers perceive the media’s influence on young girls’ identity development? To what extent do these caregivers engage young girls in analyzing media messages? What observed behaviors of 4-year old girls indicate media’s influence? and What are caregivers interpretations and responses to these behaviors? Analyzing the perceptions of mothers and female teachers of 4-year old girls contributes to a better understanding of how girls are influenced, both by caregivers’ actions and by media consumed. Twelve mothers and female early childhood teachers from three South Florida preschools were interviewed to better understand how girls are influenced by media, and to gain a more holistic perspective of the potential impact of media on young girls’ behaviors and their emerging understanding of what it means to be a girl today. The findings indicate that mothers and female teachers perceive media to be influential in the lives of girls, both in terms of general child development and young girls’ gender identity development. The participants are observing behaviors in their 4-year old girls that indicate media’s influence; these behaviors include sexualized dancing, attitude and language changes, and requests for sexualized clothing and beauty products. Although these mothers and teachers do not yet help girls analyze media messages, they do, however, engage in significant guidance as they interpret and respond to the observed behaviors. These findings reflect a need for media literacy education for parents and teachers, as well as comprehensive sexualization awareness and prevention education for children, parents, and teachers.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00005957
Subject Headings: Gender identity, Girls, Early childhood education, Media
Format: Document (PDF)

Title: EARLY CHILDHOOD TEACHERS’ PERSPECTIVES AND PRACTICES IN MULTICULTURAL EDUCATION IN SOUTH KOREA.
Creator: Lee, Yoonhee, Sembiante, Sabrina, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: The purpose of this dissertation research is to examine the perspectives of early childhood teachers with regard to multicultural education in South Korea. This study sought to identify teachers’ personal and professional beliefs about multicultural education as defined by their perceptions, descriptions, feelings, judgments, memories, and discussions with others. To better understand early childhood teachers’ perspectives of multicultural education in South Korea, the following research...
Show moreThe purpose of this dissertation research is to examine the perspectives of early childhood teachers with regard to multicultural education in South Korea. This study sought to identify teachers’ personal and professional beliefs about multicultural education as defined by their perceptions, descriptions, feelings, judgments, memories, and discussions with others. To better understand early childhood teachers’ perspectives of multicultural education in South Korea, the following research questions serve as a compass for the study: (a) What are South Korean early childhood teachers’ understandings and beliefs about multicultural education in their classrooms? (b) How do South Korean early childhood teachers implement multicultural practices in their classroom environment and curriculums? Findings show that teachers recognized a need for multicultural education because of the increasing diversity in South Korea. Although they understood embracing diversity, they shared opposing views about multicultural families while recognizing their bias as a challenge in the classroom. Teachers were unaware of the significance of the classroom environment and its influence on multicultural teaching, adding multicultural materials to accommodate children from multicultural families rather than actively integrating multiculturalism in curriculum and instructional interactions. Implications suggest avenues for increased multicultural understanding through teacher preparation, professional development, curricular revision, and policy changes.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014183
Subject Headings: Early childhood teachers--Korea (South), Early childhood education, Multicultural education--Korea (South)
Format: Document (PDF)

Title: A comparison of parents' perceptions and speech/language pathologists' perceptions of selected social competency needs of speech/language impaired preschool children in Broward County, Florida.
Creator: Thornton, Robin Elizabeth, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The problem investigated in this study was to determine the significance of agreement between the perceptions of parents and speech/language pathologists toward selected social competency needs of speech/language impaired children in the personal, family, and school contexts. Preschool children exhibiting speech/language impairments are more likely to demonstrate a lack of social competency development than children with normal speech and language development. As children with speech/language...
Show moreThe problem investigated in this study was to determine the significance of agreement between the perceptions of parents and speech/language pathologists toward selected social competency needs of speech/language impaired children in the personal, family, and school contexts. Preschool children exhibiting speech/language impairments are more likely to demonstrate a lack of social competency development than children with normal speech and language development. As children with speech/language impairments receive intervention in the absence of parental support, the intervention results may be minimized. If perceptions of parents and speech/language pathologists differ significantly, parents may not reinforce carryover activities in the home, thereby reducing therapy gains. The evaluation instrument utilized in this study was a 31-item survey developed by Tunstall (1993) at the College of Education, University of South Carolina. The survey was created using a 4-point Likert-type scale. Reliability was obtained by Tunstall in 1993 and revealed good internal reliabilities. In 1996, this study included the entire sample of 100 respondents to obtain a high reliability coefficient alpha of .9189. The sample included 70 parents of preschool speech/language impaired students and 30 speech/language pathologists of the Broward County Public School System in Florida, during the fall of 1996. Surveys were distributed to parents of children exhibiting a speech/language impairment, who attended a preschool speech/language, developmental, and hearing screening provided by the Broward County Public Schools. During an annual Speech/Language Policies and Procedures meeting in August of 1996, surveys were distributed to 30 speech/language pathologists providing treatment for preschool children. Three hypotheses were developed to determine if there was a significant difference in the perceptions of the two groups surveyed. Analyses of variance were utilized to test the statistical significance of the group (parents and speech/language pathologists) differences for each factor (personal, family, and school). Descriptive statistics were included to describe the demographic characteristics of the respondents from the survey instrument. A Boneferonni type adjustment was made to the nominal alpha of .05, such that all the hypotheses were tested at the .017 level. Based on the findings of this study, there was a significant difference between the perceptions of the parents and speech/language pathologists toward selected social competency needs of preschool children with speech/language impairments within the family context, F(1,98) = 7.44, p =.0078. The results revealed the two groups were not in agreement as to the importance of family factors and the contributions of those factors to a preschool child's social competency. The mean score of the parents' responses was significantly higher than that of the speech/language pathologists.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12544
Subject Headings: Health Sciences, Speech Pathology, Education, Early Childhood, Education, Special
Format: Document (PDF)

Title: Exploring pedagogical relationships within a culture of creativity in a Reggio Emilia-inspired school.
Creator: Becraft, Barbara A.T., Burnaford, Gail, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The current study explores what characterizes the relationship between the pedagogical processes within a school culture of creativity in a Reggio Emilia-inspired school in the Southeastern United States. The questions which frame the study are: 1. How is a culture of creativity fostered within a Reggio Emilia-inspired school? 2. Within a culture of creativity, what characterizes the relationship between the pedagogical processes of curriculum and assessment? The research was designed as...
Show moreThe current study explores what characterizes the relationship between the pedagogical processes within a school culture of creativity in a Reggio Emilia-inspired school in the Southeastern United States. The questions which frame the study are: 1. How is a culture of creativity fostered within a Reggio Emilia-inspired school? 2. Within a culture of creativity, what characterizes the relationship between the pedagogical processes of curriculum and assessment? The research was designed as ethnography and incorporates multiple data sets which provide layers of rich and descriptive information that reveal how to foster a culture of creativity in a school for young children. These data sets were generated by the researcher and the study participants over 18 weeks of ethnographic fieldwork and participant observation. These data sets include class group observations, professional development observations, interviews, focus groups, and audio-photo vignettes of the life of the Reggio Emilia-inspired school which served as the research site for the ethnography. Through ongoing, iterative, and eclectic processes of qualitative data analysis, the researcher identified four emergent themes in the combined data generated during fieldwork. These themes represent the four findings of the study and are presented in the work in terms of answers to research questions, as well as how they support study conclusions, implications, and suggestions for future research in early childhood education. The four thematic findings that emerged in the ethnographic data generated for this study are: The Protagonists, The Daily Life, Research and Analysis, and Languages of Expression.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004006
Subject Headings: Early childhood education -- Philosophy, Education, Preschool -- Philosophy, Group work in education, Reggio Emilia approach (Early childhood education), Teacher student relationships
Format: Document (PDF)

Title: Early Childhood Preservice Teachers’ Knowledge of Children’sCognitive Development and Developmentally AppropriatePedagogical Practices: Understanding the Role of ClinicalExperiences.
Creator: Beers, Courtney, Bhagwanji, Yashwant, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The quality of early caregiving and educational environments has a significant effect on children’s later cognitive outcomes. Early childhood teachers are an important determining factor in the quality of these environments. Due to inconsistencies in practice across the early childhood field, there is a call for better prepared teachers. Teacher preparation itself is criticized for its lack of innovative and effective practices. While research finds that more effective teacher preparation...
Show moreThe quality of early caregiving and educational environments has a significant effect on children’s later cognitive outcomes. Early childhood teachers are an important determining factor in the quality of these environments. Due to inconsistencies in practice across the early childhood field, there is a call for better prepared teachers. Teacher preparation itself is criticized for its lack of innovative and effective practices. While research finds that more effective teacher preparation programs are those that are steeped in clinical practice, these types of experiences are inconsistent and fragmented in the early childhood field. Part of the issue is the lack of knowledge on how to integrate highquality clinical experiences carefully into early childhood teacher preparation in order to prepare all preservice teachers successfully for the classroom.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004647, http://purl.flvc.org/fau/fd/FA00004647
Subject Headings: Cognition in children, Early childhood educators -- Training of, Early childhood teachers -- In service training, Pedagogical content knowledge, Preschool teaching
Format: Document (PDF)

Title: LEADERSHIP CHARACTERISTICS OF GUATEMALAN PUBLIC PRE-PRIMARY SCHOOL LEADERS: A CASE STUDY IN AN AREA NORTH OF GUATEMALA CITY.
Creator: Bartram, Lydia, Mountford, Meredith, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: Despite many decades of simultaneous research on early childhood development and leadership, numerous gaps remain in the current literature regarding the characteristics of school leaders of early childhood programs in low and middle income (LAMI) countries. Past studies of school leaders in LAMI countries have only focused on primary and secondary education. A multitude of factors impact public pre-primary education in LAMI countries, such as Guatemala, which make the study of school...
Show moreDespite many decades of simultaneous research on early childhood development and leadership, numerous gaps remain in the current literature regarding the characteristics of school leaders of early childhood programs in low and middle income (LAMI) countries. Past studies of school leaders in LAMI countries have only focused on primary and secondary education. A multitude of factors impact public pre-primary education in LAMI countries, such as Guatemala, which make the study of school leadership in pre-primary education critical for understanding what is needed to provide high-quality learning environments. The identification of leadership characteristics helps to inform the field of early childhood education and establish critical directions for school leadership practice. The purpose of this study was to identify the characteristics of successful school leaders of public, pre-primary programs in an area north of Guatemala City, Guatemala. The characteristics were defined as those leadership behaviors and factors that contribute to the success of leaders of public, pre-primary schools in Guatemala. Leadership behaviors were defined as those actions a leader exhibits that support the operation of a public, pre-primary school. Leadership factors were defined as the influences that support or hinder the ability of a leader to achieve and maintain the operation of a public, preprimary school. Developmental factors were defined as environmental influences that impacted on their decision to become a leader of a public, pre-primary school.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013608
Subject Headings: Educational leadership, Early childhood education, Guatemala (Guatemala), Educational leadership--Case studies
Format: Document (PDF)

Title: Effects of a Professional Development Training Package on Nature-Based Teaching Strategies for Early Childhood Educators of Children with Developmental Disabilities.
Creator: Collazo, Sylvia, Ramasamy, Rangasamy, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Abstract/Description: Research suggests spending time outdoors and with natural materials can benefit all young children across different areas of development. However, children with developmental disabilities often have fewer opportunities to engage with nature as a result of the limited understanding and negative views about nature expressed by their caregivers and educators. This study examined the effects of a professional development training package on the knowledge, perception, and application of nature...
Show moreResearch suggests spending time outdoors and with natural materials can benefit all young children across different areas of development. However, children with developmental disabilities often have fewer opportunities to engage with nature as a result of the limited understanding and negative views about nature expressed by their caregivers and educators. This study examined the effects of a professional development training package on the knowledge, perception, and application of nature-based teaching strategies of early childhood educators who teach young children with developmental disabilities. It also explored how teachers’ implementation of nature-based activities support children’s developmental outcomes. Results showed the professional development training was effective to some degree in increasing teachers’ knowledge, primarily in their sharing of strategies and ideas for incorporating natural materials and outdoor spaces in learning activities. Following the training, teachers demonstrated a significant shift in their views about different aspects of nature. Teachers were also able to develop action plans to implement nature-based learning opportunities into their practice. Moreover, they reported these activities supported the developmental outcomes they set forth for the children with developmental disabilities in their class. Limitations and challenges that arose are discussed as well as the implications for future research.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013847
Subject Headings: Developmentally disabled children--Education, Early childhood educators--Training of, Special education
Format: Document (PDF)

Title: Elementary Teachers' Perceptions of Gender Bias.
Creator: Barrows, Joyce A., McLaughlin, H. James, Florida Atlantic University
Abstract/Description: The purpose of this study was to determine elementary teachers' perceptions of gender bias and further, to determine if additional information on gender bias might have an effect on how elementary teachers interact with their students. This study is valuable because gender bias situations can have a profound influence on how boys and girls view themselves in the world. Additionally, gender bias has been linked to a technological gap between males and females. The subjects for this study were...
Show moreThe purpose of this study was to determine elementary teachers' perceptions of gender bias and further, to determine if additional information on gender bias might have an effect on how elementary teachers interact with their students. This study is valuable because gender bias situations can have a profound influence on how boys and girls view themselves in the world. Additionally, gender bias has been linked to a technological gap between males and females. The subjects for this study were 12 elementary teachers from a large metropolitan school district who participated in three different activities. The purpose of these activities was to determine the teachers' general perceptions of gender bias, their perceptions of gender bias related to curriculum, the origins of these perceptions, and finally, how this process might affect their current educational practices. The results of this study indicate that these elementary teachers placed a low priority on gender bias as a consideration for evaluating software or as an educational issue. The participants felt that their parents, their upbringing, and their environment were responsible for their perceptions of gender bias. Also, while the participants expressed a belief that the activities involved in the study would cause them to scrutinize software and other materials more carefully, they would not necessarily focus on gender issues. They also believed that these activities would have a limited influence on their current teaching practices. As a result of the study, I feel there is a need for pre-service teacher education and professional development for current teachers regarding what constitutes gender bias and the difference between bias and stereotypes. l also would recommend training to assist teachers in treating both male and female students equitably. Finally, since this study only involved three software titles, I would recommend additional research on the amount of gender bias content in educational software.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000648
Subject Headings: Early childhood education--Social aspects, Educational equalization--United States, Sex differences in education, Interaction analysis in education
Format: Document (PDF)

Title: Emotional and physiological regulation during parent-child interaction in preschoolers.
Creator: Marsh, Kathryn L., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The purpose of the current study is to examine physiological and behavioral components of emotional regulation and the development of empathy in preschoolers. It also examines how the parents play a role in their child's development of emotional competence. Behavioral and physiological responses were assessed for the children during stories chosen for emotional content (one happy and one sad story for each parent). Maternal and paternal ratings of self-expressivity were collected using the...
Show moreThe purpose of the current study is to examine physiological and behavioral components of emotional regulation and the development of empathy in preschoolers. It also examines how the parents play a role in their child's development of emotional competence. Behavioral and physiological responses were assessed for the children during stories chosen for emotional content (one happy and one sad story for each parent). Maternal and paternal ratings of self-expressivity were collected using the Self- Expressiveness in Family Questionnaire (Halberstadt et al., 1995). Greater vagal suppression occurred during the sad conditions suggesting that negative emotions require more processing strategies. Greater attentional scores were related to the child's RSA and higher resting RSA was associated with great motor restriction. The mothers had higher SEFQ scores than the fathers. Higher maternal positive expressivity, lower maternal total expressivity, and lower paternal positive expressivity scores were related to the children's displays of empathy.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362553
Subject Headings: Parent and child, Adjustment (Psychology) in children, Social interaction in children, Developmental psychology, Moral education (Early childhood)
Format: Document (PDF)

Title: Effectiveness of modeling and rehearsal to teach fire safety skills to children with autism.
Creator: Garcia, David, Dukes, Charles, College of Education, Department of Exceptional Student Education
Abstract/Description: Autism is a disorder that affects children at an alarming rate. One out of every 88 children is diagnosed with autism in the United States. The disorder is characterized by communication, social, and behavioral deficits. Children with autism often require specialized teaching methods to learn basic skills that most children acquire without specialized instruction. Relatively few studies have examined strategies for teaching safety skills to individuals with autism. The current study utilized...
Show moreAutism is a disorder that affects children at an alarming rate. One out of every 88 children is diagnosed with autism in the United States. The disorder is characterized by communication, social, and behavioral deficits. Children with autism often require specialized teaching methods to learn basic skills that most children acquire without specialized instruction. Relatively few studies have examined strategies for teaching safety skills to individuals with autism. The current study utilized a multiple baseline across participants’ design to evaluate whether a modeling and rehearsal strategy is effective for teaching fire safety skills to children with autism between 4 and 5 years of age. Results indicated that modeling and rehearsal were effective in teaching fire safety skills, the skills generalized to novel settings, and maintained 5-weeks following the completion of training. Implications for safety skill instruction and future research are discussed.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004020
Subject Headings: Autistic children -- Education, Autistic children -- Means of communication, Children with autism spectrum disorders -- Education, Fire prevention -- Study and teaching (Early childhood), Safety education
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: Writing, elementary teachers, and English language learners: a case study of teacher reported pedagogical knowledge and collaborative inquiry in a title 1 school.
Creator: East, Jill A., Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This qualitative case study was conducted to investigated whether selected 3rd-5th teachers in a Title 1 school increased their understanding as they described and used their pedagogical Content Knowledge (PCK) in writing aligned with the Common Core Anchor Standards 1-6. It also examined how the teachers collaborated to advance their knowledge in the area of ELs in the classroom. Qualitative data were collected in the form of 15 participant interviews and 15 Learning Team Meeting (LTM)...
Show moreThis qualitative case study was conducted to investigated whether selected 3rd-5th teachers in a Title 1 school increased their understanding as they described and used their pedagogical Content Knowledge (PCK) in writing aligned with the Common Core Anchor Standards 1-6. It also examined how the teachers collaborated to advance their knowledge in the area of ELs in the classroom. Qualitative data were collected in the form of 15 participant interviews and 15 Learning Team Meeting (LTM) observations. The data from the interviews and observations were used to investigate how participants implemented the Common Core Anchor Standards (CCAS) 1-6 in their classrooms. The data also sought to examine how the participants’ collaboration in LTMs contributed to the selected 3rd-5th grade teachers’ PCK with respect to CCAS 1-6 and support for their English language learners (EL). The findings indicated that participants recognized various EL instructional strategies embedded in the subject matter of writing. Further, the data indicated that the dual language participants collaborated as an effective means for delivering various EL instructional strategies.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004441, http://purl.flvc.org/fau/fd/FA00004441
Subject Headings: Early childhood education -- Philosophy, English language -- Composition and exercises -- Study and teaching (Elementary), English language -- Study and teaching as a second language, Inquiry based learning, Language arts (Elementary), Language experience approach in education, Pedagogical content knowledge, Second language acquisition
Format: Document (PDF)

Early childhood education (3)	+ -
Early childhood education -- Philosophy (2)	+ -
Adjustment (Psychology) in children (1)	+ -
Autistic children -- Education (1)	+ -
Autistic children -- Means of communication (1)	+ -

Bilingual education--United States--Florida (1)	+ -
Bilingualism--United States--Florida (1)	+ -
Children with autism spectrum disorders -- Education (1)	+ -
Cognition in children (1)	+ -
Developmental psychology (1)	+ -
Developmentally disabled children--Education (1)	+ -
Early childhood education--Social aspects (1)	+ -
Early childhood educators -- Training of (1)	+ -
Early childhood educators--Training of (1)	+ -
Early childhood teachers -- In service training (1)	+ -
Early childhood teachers--Korea (South) (1)	+ -
Education, Early Childhood (1)	+ -
Education, Preschool -- Philosophy (1)	+ -
Education, Special (1)	+ -
Education--Parent participation--United States--Florida (1)	+ -
Educational equalization--United States (1)	+ -
Educational leadership (1)	+ -
Educational leadership--Case studies (1)	+ -
English language -- Composition and exercises -- Study and teaching (Elementary) (1)	+ -
English language -- Study and teaching as a second language (1)	+ -
Fire prevention -- Study and teaching (Early childhood) (1)	+ -
Gender identity (1)	+ -
Girls (1)	+ -
Group work in education (1)	+ -
Guatemala (Guatemala) (1)	+ -

College of Education (9)	+ -
Florida Atlantic University (9)	+ -
Department of Curriculum, Culture, and Educational Inquiry (5)	+ -
Burnaford, Gail (2)	+ -
Department of Educational Leadership and Research Methodology (2)	+ -

Department of Exceptional Student Education (2)	+ -
Augustyn, Prisca (1)	+ -
Barrows, Joyce A. (1)	+ -
Bartram, Lydia (1)	+ -
Becraft, Barbara A.T. (1)	+ -
Beers, Courtney (1)	+ -
Bhagwanji, Yashwant (1)	+ -
Charles E. Schmidt College of Science (1)	+ -
Collazo, Sylvia (1)	+ -
Department of Psychology (1)	+ -
Dukes, Charles (1)	+ -
East, Jill A. (1)	+ -
Garcia, David (1)	+ -
Lee, Yoonhee (1)	+ -
Malhoyt-Lee, Jennifer M. (1)	+ -
Marsh, Kathryn L. (1)	+ -
Martins, Minouche C. (1)	+ -
McLaughlin, H. James (1)	+ -
Mountford, Meredith (1)	+ -
Ramasamy, Rangasamy (1)	+ -
Sembiante, Sabrina (1)	+ -
Thornton, Robin Elizabeth (1)	+ -
Weber, Roberta K. (1)	+ -

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