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COMPARISON OF MODALITY STRENGTHS OF MEXICAN AND AMERICAN SECOND AND THIRD GRADE STUDENTS IN FELLSMERE, FLORIDA
Title
A COMPARISON OF MODALITY STRENGTHS OF MEXICAN AND AMERICAN SECOND AND THIRD GRADE STUDENTS IN FELLSMERE, FLORIDA.
Creator
WILLIAMS, SHEILA MOORE, Florida Atlantic University
Abstract/Description
This study was undertaken in an effort to discover whether Mexican migrant students and American students differ in their dominant learning modalities. The hypothesis tested was that there is no difference between the modality strengths and weaknesses in a random sample of sixty Mexican migrant students and sixty American students in grades two and three in Fellsmere Elementary School. When the two groups were compared by the Chi Square Test, no significant difference was found at the.05...
Show moreThis study was undertaken in an effort to discover whether Mexican migrant students and American students differ in their dominant learning modalities. The hypothesis tested was that there is no difference between the modality strengths and weaknesses in a random sample of sixty Mexican migrant students and sixty American students in grades two and three in Fellsmere Elementary School. When the two groups were compared by the Chi Square Test, no significant difference was found at the.05 level of confidence. The students were also compared to expected levels in the general population, using a Chi Square Goodness of Fit Test. The Mexican students showed a significant difference at the.05 level of confidence; however, the American students did not. The third grade Mexican migrant students scored at the 56.67 percentile in the area of visual dominance, which was well above Barbe's expected results. Other interesting results pertaining to whether students are more visual, auditory, or kinesthetic in grades two and three were also found. These results may have occurred because the rural American students are similar enough to the Mexican students in their modality strengths to not differ significantly when compared to them, even though the Mexican students differed significantly from expected percentages in the general population.
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Date Issued
1987
PURL
http://purl.flvc.org/fcla/dt/11891
Subject Headings
Modality (Theory of knowledge), Mexican American children--Education--Florida
Format
Document (PDF)
Effects of problem-based learning with web-anchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students
Title
Effects of problem-based learning with web-anchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students.
Creator
Yurick, Karla Anne., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
This study explored the effects of Problem-Based Leaning (PBL) with webanchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students. A mixed-methods approach was used. Subjects (N=46) participated in the study for approximately two and a half weeks. A pretest was administered for science conceptual understanding and for attitude towards science. An intervention, web-based...
Show moreThis study explored the effects of Problem-Based Leaning (PBL) with webanchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students. A mixed-methods approach was used. Subjects (N=46) participated in the study for approximately two and a half weeks. A pretest was administered for science conceptual understanding and for attitude towards science. An intervention, web-based nanotechnology anchor, Catching the Rays, followed. Catching the Rays navigated subjects through a nano quest on sunscreen. After the intervention, a posttest was administered for each science conceptual understanding and attitude towards science. Following, a purposeful selection of interviewees (N=6) participated in a Nano Post- Interview. Pretest/posttest data were analyzed using a paired t test. Results of the paired t test for science conceptual understanding (post- being larger than pre-, p <. 01) and attitude towards science (post- being larger than pre-, p < .01) were significant at the p < .05 alpha level. Nano Post-Interview data were coded and analyzed independently by two raters for emerging themes. Two themes of "Risks and Benefits" and "Solves Problems" emerged from subjects' (N=6) responses to perception of science in society questions. The theme of "Risks and Benefits" strongly suggests that subjects have a positive perception that nanotechnology comes with risks and benefits to society. The theme of "Solves Problems" strongly suggests subjects have a positive perception that nanotechnology is governed by society's needs and is used to help solve society's problems. Findings from this study suggest that PBL with web-anchored instruction in nanotechnology had a positive effect on subjects' science conceptual understanding, attitude towards science, and perception of science in society.
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Date Issued
2011
PURL
http://purl.flvc.org/FAU/3322517
Subject Headings
Science, Study and teaching (Elementary), Computer-assisted instruction, Educational technology, Achievement in education, Cognition in children, Knowledge, Theory of
Format
Document (PDF)
Verb Memory and Text Comprehension
Title
Verb Memory and Text Comprehension.
Creator
Khan, Lamiya, Kersten, Alan, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Kersten, Earles, and Berger (2015) reported a distinction between two kinds of motion representations. Extrinsic motions involve the path of a person or object, with respect to an external frame of reference. Intrinsic motions involve the manner in which the various parts of a person or object move. They found that intrinsic motions are encoded and remembered with the corresponding actor performing the motions in a unitized memory representation. Extrinsic motions are encoded as separate...
Show moreKersten, Earles, and Berger (2015) reported a distinction between two kinds of motion representations. Extrinsic motions involve the path of a person or object, with respect to an external frame of reference. Intrinsic motions involve the manner in which the various parts of a person or object move. They found that intrinsic motions are encoded and remembered with the corresponding actor performing the motions in a unitized memory representation. Extrinsic motions are encoded as separate memory representations, making them more difficult to accurately associate with the correct actor. In the proposed experiment, I will examine the generality of this distinction in motion representation, and investigate whether the unitization of intrinsic motion with its corresponding actor occurs during reading comprehension tasks.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004799, http://purl.flvc.org/fau/fd/FA00004799
Subject Headings
Recollection (Psychology), Context effects (Psychology), Cognitive grammar., Semantics--Psychological aspects., Knowledge, Theory of., Linguistic analysis (Linguistics), Human information processing.
Format
Document (PDF)
An examination of how middle school science teachers conduct collaborative inquiry and reflection about students’ conceptual understanding
Title
An examination of how middle school science teachers conduct collaborative inquiry and reflection about students’ conceptual understanding.
Creator
Todd-Gibson, Christine, Weber, Roberta K., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
This qualitative case study examined how middle school science teachers conducted collaborative inquiry and reflection about students’ conceptual understanding, and how individual teachers in the middle school science group acted and made reflections in response to their collaborative inquiry. It also examined external influences that affected the teachers’ ability to engage in collaborative inquiry. Observational, written, and interview data were collected from observations of teachers’ face...
Show moreThis qualitative case study examined how middle school science teachers conducted collaborative inquiry and reflection about students’ conceptual understanding, and how individual teachers in the middle school science group acted and made reflections in response to their collaborative inquiry. It also examined external influences that affected the teachers’ ability to engage in collaborative inquiry. Observational, written, and interview data were collected from observations of teachers’ face-to-face meetings and reflections, individual interviews, a focus group interview, and online reflections. The results of this study revealed that collaborative inquiry is a form of professional development that includes answering curricular questions through observation, communication, action, and reflection. This approach was developed and implemented by middle school science teachers. The premise of an inquiry is based on a need with students. Middle school science teachers came to consensus about actions to affect students’ conceptual understanding, took action as stated, and shared their reflections of the actions taken with consideration to current and upcoming school activities. Activities involved teachers brainstorming and sharing with one another, talking about how the variables were merged into their curriculum, and how they impacted students’ conceptual understanding. Teachers valued talking with one another about science content and pedagogy, but did find the inquiry portion of the approach to require more development. The greatest challenge to conducting collaborative inquiry and reflection was embedding teacher inquiry within a prescribed inquiry that was already being conducted by the Sundown School District. Collaborative inquiry should be structured so that it meets the needs of teachers in order to attend to the needs of students. A conducive atmosphere for collaborative inquiry and reflection is one in which administrators make the process mandatory and facilitate the process by removing an existing inquiry.
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Date Issued
2013
PURL
http://purl.flvc.org/fau/fd/FA0004066
Subject Headings
Achievement in education, Concept learning -- Study and teaching (Middle school), Inquiry (Theory of knowledge), Middle school teaching, Science -- Study and teaching (Middle school), Team learning approach in education
Format
Document (PDF)
The sui generis in Charles G. Finney’s The Circus Of Dr. Lao
Title
The sui generis in Charles G. Finney’s The Circus Of Dr. Lao.
Creator
White, Adam J., Martin, Thomas L., Dorothy F. Schmidt College of Arts and Letters, Department of English
Abstract/Description
Charles G. Finney’s 1936 novel The Circus of Dr. Lao was published to enthusiastic reviews, but fell into relative obscurity shortly thereafter. Since its publication, it has been the subject of one peer-reviewed critical essay, a number of reviews, one non-peer-reviewed essay, and a master’s thesis. It was published in a world where the fantastic and unique found only barren desert soil, with no scholarly tradition for the fantastic, nor a widely receptive lay audience for something truly...
Show moreCharles G. Finney’s 1936 novel The Circus of Dr. Lao was published to enthusiastic reviews, but fell into relative obscurity shortly thereafter. Since its publication, it has been the subject of one peer-reviewed critical essay, a number of reviews, one non-peer-reviewed essay, and a master’s thesis. It was published in a world where the fantastic and unique found only barren desert soil, with no scholarly tradition for the fantastic, nor a widely receptive lay audience for something truly unique, or sui generis. The concept of the sui generis, meaning “of its own kind,” provides a useful lens for examining the novel, as Finney develops not only creatures, but people, which are truly of their own kind, borrowing from existing mythologies, traits of humanity, and aspects of nature, recombining them in a singular way which resists classification.
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Date Issued
2013
PURL
http://purl.flvc.org/fau/fd/FA0004073
Subject Headings
Fantasy fiction, American -- Criticism and interpretation, Finney, Charles G. -- (Charles Grandison) -- 1905-1984 -- Circus of Dr. Lao -- Criticism and interpretation, Individualism (Philosophy), Knowledge, Theory of, in literature, Meaning (Philosophy), Symbolism in literature
Format
Document (PDF)
(In)visible dimensions of identity in Virginia Woolf
Title
(In)visible dimensions of identity in Virginia Woolf.
Creator
Hunter, Leeann D., Florida Atlantic University, Sheehan, Thomas
Abstract/Description
This study of three novels by Virginia Woolf---Mrs. Dalloway, To the Lighthouse, and The Waves---examines the various narrative techniques Woolf employs to construct her concept of character in the modernist novel, and also considers her related assumptions about the multiple dimensions of identity. As Woolf questions whether life and reality are "very solid or very shifting," she generates a series of framing devices---such as mirrors, portraits, dinner parties, and narratives---that...
Show moreThis study of three novels by Virginia Woolf---Mrs. Dalloway, To the Lighthouse, and The Waves---examines the various narrative techniques Woolf employs to construct her concept of character in the modernist novel, and also considers her related assumptions about the multiple dimensions of identity. As Woolf questions whether life and reality are "very solid or very shifting," she generates a series of framing devices---such as mirrors, portraits, dinner parties, and narratives---that acknowledge a solid, visible, and structured reality within the frame amidst a shifting, invisible, and unstructured reality outside it. Woolf's attention to the operation of the frame as simultaneously facing inward and outward enables her to umbrella this contradistinction of elements in her expression of identity. This analysis of Woolf's orchestration of multiple framed perspectives and images evidences her visionary contributions to studies in narrative and human character.
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Date Issued
2004
PURL
http://purl.flvc.org/fcla/dt/13165
Subject Headings
Modernism (Literature), Woolf, Virginia,--1882-1941--Philosophy, Knowledge, Theory of, in literature, English literature--20th century--History and criticism, Woolf, Virginia,--1882-1941--Criticism and interpretation
Format
Document (PDF)
Charles Finney's The Circus of Dr. Lao
Title
Charles Finney's The Circus of Dr. Lao: an epistemological fantasy.
Creator
Creed, Daniel B., Dorothy F. Schmidt College of Arts and Letters, Department of English
Abstract/Description
Charles Finney's The Circus of Dr. Lao, published in 1936, has been widely read in the last eighty years and has influenced significant authors in the field of fantasy, yet it has been examined in just three critical studies in that time. This study examines Finney's novel as an epistemological fantasy, a heretofore undefined term that precipitates an epistemological crisis of knowing and certainty. The novel opens a way for fantasy literature to establish itself in a Modernist landscape by...
Show moreCharles Finney's The Circus of Dr. Lao, published in 1936, has been widely read in the last eighty years and has influenced significant authors in the field of fantasy, yet it has been examined in just three critical studies in that time. This study examines Finney's novel as an epistemological fantasy, a heretofore undefined term that precipitates an epistemological crisis of knowing and certainty. The novel opens a way for fantasy literature to establish itself in a Modernist landscape by foregrounding the marvelous and extraordinary knowledge that lies just outside the realm of human experience. Finney presents Dr. Lao's circus as a surrogate model of success, and while many of the characters in the novel are unable to accept the truth offered them by the beings of fantasy, the author uses their experiences to satirize the complacencies he witnessed upon returning to America from the Far East in the 1930s.
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Date Issued
2010
PURL
http://purl.flvc.org/FAU/2683122
Subject Headings
Criticism and interpretation, Symbolism in literature, Knowledge, Theory of, in literature, Fantasy fiction, American, Criticism and interpretation, Postmodernism (Literature)
Format
Document (PDF)
Machina ex deo
Title
Machina ex deo: embodiments of evil in Dan Simmon's Hyperion Cantos.
Creator
Stewart, Zachary., Dorothy F. Schmidt College of Arts and Letters, Department of English
Abstract/Description
Dan Simmons's far-future science fiction epic Hyperion Cantos, in which seven disparate individuals become enmeshed in a convoluted plot to enslave humanity, provides extensive support for British theologian John Hick's theory of transcendental pluralism. Using the central figures of the Shrike, a mysterious killing machine, and the Technocore, a collective of autonomous artificial intelligences, Simmons demonstrates Hick's postulation that all major Western religions actually focus on the...
Show moreDan Simmons's far-future science fiction epic Hyperion Cantos, in which seven disparate individuals become enmeshed in a convoluted plot to enslave humanity, provides extensive support for British theologian John Hick's theory of transcendental pluralism. Using the central figures of the Shrike, a mysterious killing machine, and the Technocore, a collective of autonomous artificial intelligences, Simmons demonstrates Hick's postulation that all major Western religions actually focus on the same divine being (God) by creating a negative divine being, akin to Satan, to which characters of various religions react in similar ways. Simmons's pilgrims each represent a particular spiritual outlook, from specific organized religions to less-defined positions such as secularism and agnosticism, but each pilgrim's tale contributes to the evidence of transcendental pluralism. This thesis explores each characters' experiences as they relate to the Shrike, the Technocore, and, ultimately the theory of transcendental pluralism.
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Date Issued
2013
PURL
http://purl.flvc.org/fcla/dt/3361261
Subject Headings
Criticism and interpretation, Hyperion (Imaginary place), Inquiry (Theory of knowledge), Pluralism, Metaphysics, Philosophy of mind, Good and evil, History of doctrines
Format
Document (PDF)