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- Title
- The Impact of Obesity on Plasma Calprotectin in Response to Acute Aerobic Exercise.
- Creator
- Fico, Brandon G., Slusher, Aaron L., Whitehurst, Michael, Maharaj, Arun, Huang, Chun-Jung, College of Education
- Abstract/Description
-
The secular issue of obesity has been linked to increased inflammatory mediators, such as calprotectin (S100A8/A9). This study examined the effect of acute aerobic exercise on plasma calprotectin response in obese and normal-weight subjects and its relationship with inflammatory cytokine (IL-6). All subjects (11 obese and 10 normal-weight) performed 30 minutes of treadmill exercise at 75% maximal oxygen consumption (VO2max). Blood samples were collected prior to, immediately following...
Show moreThe secular issue of obesity has been linked to increased inflammatory mediators, such as calprotectin (S100A8/A9). This study examined the effect of acute aerobic exercise on plasma calprotectin response in obese and normal-weight subjects and its relationship with inflammatory cytokine (IL-6). All subjects (11 obese and 10 normal-weight) performed 30 minutes of treadmill exercise at 75% maximal oxygen consumption (VO2max). Blood samples were collected prior to, immediately following exercise, and one hour after exercise. Our results showed higher baseline levels of calprotectin in obese subjects than normal-weight subjects. While acute aerobic exercise increased an elevation in calprotectin and IL-6, no difference was found between two groups. Furthermore, a positive relationship was observed between calprotectin area-under-the curve “with respect to increase” (AUCi) and IL-6 AUCi, even after controlling for cardiorespiratory fitness (VO2max). Our results support previous finding that IL-6 may potentially regulate calprotectin expression in skeletal muscle during exercise.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00005187
- Subject Headings
- College students --Research --United States.
- Format
- Document (PDF)
- Title
- Development of Renewable Energy Sources Alongside Current Drilling With Respect to the Economy.
- Creator
- Hoorn, Tyler, Holman, Mirya R., College of Education
- Abstract/Description
-
The purpose of this research is to propose a potential solution to the continuous problem of environmental degradation. One of the primary concerns about environmental salvation centers around the balance between economic growth and environmental protection, a delicate balance that is dictated by the public, in favor of the economy. This balance often does not allow for the advancement of one without the hindrance of the other. Ideally, this research would identify and suggest a feasible...
Show moreThe purpose of this research is to propose a potential solution to the continuous problem of environmental degradation. One of the primary concerns about environmental salvation centers around the balance between economic growth and environmental protection, a delicate balance that is dictated by the public, in favor of the economy. This balance often does not allow for the advancement of one without the hindrance of the other. Ideally, this research would identify and suggest a feasible compromise that would be acceptable to environmentalists and economic businesses alike that particularly emphasizes the relationship between renewable and nonrenewable energy sources and explores how simultaneous development of both fields would be possible in order to satisfy each opposing side. This solution would see the Department of Interior take charge in a leasing plan that would give additional access to oil while also requiring renewable energy growth, addressing both environmental degradation and economics together.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00005197
- Subject Headings
- College students --Research --United States.
- Format
- Document (PDF)
- Title
- FAU Climate Change Initiative Priority Theme: Research, Engineering, and Adaption to a Change Climate.
- Creator
- Berry, Leonard, Koch, Marguerite, Center for Environmental Studies, Benscoter, Brian, Comas, Xavier, Devlin, Donna, Fadiman, Maria, Gerstein, E., Herzing, Denise L., Hindle, Tobin, Milton, Sarah L., Oleinik, Anton E., Proffitt, C. Edward, Restrepo, Jorge I., Root, Tara L., Wyneken, Jeanette, Xie, Zhixiao, Zhang, Xing-Hai, Esnard, Ann-Margaret, Mitsova, Diana, Murley, J., Vos, J., Escaleras, Monica, Mehallis, M., Shaw, Eric H., Hardman, Guillermo [John], Lambert, Julie, Thomas, G., Arockiasamy, Madasamy, Bloetscher, Frederick, Carvalho, G., Dhanak, Manhar R., Frisk, George V., Kaisar, Evangelos I., Kalva, Hari, Meeroff, Daniel E., Rodriguez, Jarice, Scarlatos, Panagiotis (Pete) D., Shankar, Ravi, Teegavarapu, Ramesh, Brown, Clifford T., McAfee, Francis, Widener, Patricia, Dalgleish, Fraser R., Hanisak, M. Dennis, McMulloch, S., O'Corry-Crowe, Gregory, Pomponi, Shirley A., Reed, John K., Scarpa, John, Voss, Joshua, Heimlich, Barry N., Alvarez, R., Jolley, J., Edwards, A., Charles E. Schmidt College of Science, Harbor Branch Oceanographic Institute, College of Business, Dorothy F. Schmidt College of Arts and Letters, College of Education, College of Engineering and Computer Science
- Date Issued
- 2010
- PURL
- http://purl.flvc.org/fau/fd/FA00003457
- Format
- Citation
- Title
- Approaching Authentic Assessment: Using Virtual School Teachers’ Expertise to Develop an Understanding of Full Time K-8 Virtual School Teacher Practices.
- Creator
- Seamster, Christina Lambert, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
According to Molnar (2014), full time virtual school education lacks a measurement tool that accurately measures effective virtual teacher practice. Using both qualitative and quantitative methods, the current study sought to understand the common practices among full time K-8 virtual school teachers, the extent to which teachers believed such practices impacted student learning, as well as the methods in which current standards, recommendations and practices were implemented in the full time...
Show moreAccording to Molnar (2014), full time virtual school education lacks a measurement tool that accurately measures effective virtual teacher practice. Using both qualitative and quantitative methods, the current study sought to understand the common practices among full time K-8 virtual school teachers, the extent to which teachers believed such practices impacted student learning, as well as the methods in which current standards, recommendations and practices were implemented in the full time K-8 virtual school setting. The relationship between virtual school teacher practices and their Technological Pedagogical and Content Knowledge (TPACK) was also explored. Using the standards, practices and recommendations developed for online learning from International Association for K–12 Online Learning (iNACOL), National Education Association (NEA), Southern Regional Education Board (SREB), and the International Society for Technology in Education (ISTE) a team of focus group members gave input on the common practices for teaching students in the full time K-8 virtual school environment. The results included 11 general virtual school teacher practices, 12 teacher practices relating to evaluation and three practices relating to special needs and diverse learners. Qualitative and quantitative findings indicated that teachers most frequently meet the established practices through the following strategies: phone conferences, live sessions with students, feedback on assessments, webmail communication, professional development, collaborating with peers/teacher collaboration, professional learning communities, curriculum based assessments on the phone, communicating with family stakeholders, and determining students in the bottom quartile. A framework for K-8 full time virtual school pedagogy which includes evaluating student learning and individualizing instruction through technology tools and collaborative methods was developed. Finally, the quantitative findings indicated that of the three virtual school teacher practice categories (teacher practice, evaluation and special needs and diverse learners), evaluation was the leading predictor of teacher TPACK scores. Specifically, collaboration, having an online voice and presence, and using data from assessments to modify instruction were found to significantly predict a teacher’s Technological Pedagogical and Content Knowledge. Using virtual school teachers’ expertise on the practices which most impact student learning and the methods for implementing virtual school teacher practices, the researcher created a draft full time K-8 virtual school teacher evaluation rubric.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004741, http://purl.flvc.org/fau/fd/FA00004741
- Subject Headings
- Teachers--Training of--Evaluation., Teachers--Rating of., Public schools--Effect of technological innovations on., Educational change--United States--Evaluation., Educational technology--United States--Evaluation., Pedagogical content knowledge., Computer-assisted instruction.
- Format
- Document (PDF)
- Title
- Assessing goal intent and achievement of university learning community students.
- Creator
- Pfeffer-Lachs, Carole F., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to assess the goal intent and achievement of university students, during the Fall 2011 semester, at Blue Wave University, a high research activity public institution in the southeast United States. This study merged theories of motivation to measure goal setting and goal attainment to examine if students who chose to participate in a learning community program set goals at different levels than the students who chose not to join a learning community program. This...
Show moreThe purpose of this study was to assess the goal intent and achievement of university students, during the Fall 2011 semester, at Blue Wave University, a high research activity public institution in the southeast United States. This study merged theories of motivation to measure goal setting and goal attainment to examine if students who chose to participate in a learning community program set goals at different levels than the students who chose not to join a learning community program. This study investigated if there was a difference in motivation, by studying goal intent and goal achievement of Freshman Learning Community participants, Living- Learning community participants, or non-learning community participants at Blue Wave University. . Moderation analyses concluded that none the seven contextual variables (choice of college, ethnicity, gender, high school grade point average, living on-campus, SAT score, and ACT score) moderated the difference in the level of change from goal intent to goal achievement in this study.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fcla/dt/3360967
- Subject Headings
- Achievement in education, Group work in education, Professional learning communities, Learning, Psychology of, School improvement programs
- Format
- Document (PDF)
- Title
- Assessment of Accuracy of Intra-Set Rating of Perceived Exertion in the Squat, Bench Press, and Deadlift.
- Creator
- Sousa, Colbey A., Zourdos, Michael C., Florida Atlantic University, College of Education, Department of Exercise Science and Health Promotion
- Abstract/Description
-
The purpose of this research was to investigate how accurate trained lifters were at gauging intra-set rating of Perceived Exertion (RPE) in the squat, bench press, and deadlift. Ten resistance-trained males completed four sets to failure with 80% of their one-repetition maximum (1RM) and verbally indicated when they believed they were at a “6” and “9” RPE. Across all sets and all lifts, the called 9 RPE was more accurate than the called 6 RPE. Additionally, RPE calls were more accurate...
Show moreThe purpose of this research was to investigate how accurate trained lifters were at gauging intra-set rating of Perceived Exertion (RPE) in the squat, bench press, and deadlift. Ten resistance-trained males completed four sets to failure with 80% of their one-repetition maximum (1RM) and verbally indicated when they believed they were at a “6” and “9” RPE. Across all sets and all lifts, the called 9 RPE was more accurate than the called 6 RPE. Additionally, RPE calls were more accurate during set four vs. set one on the squat and deadlift at both the called 6 and 9 RPEs. Further bench press RPE calls were more accurate than squat and deadlift RPE at the called 6, while both bench and deadlift RPE calls were more accurate than squat RPEs at the called 9. Importantly across all sets all RPE calls assessed repetitions in reserve within one repetition of precision.
Show less - Date Issued
- 2018
- PURL
- http://purl.flvc.org/fau/fd/FA00013099
- Subject Headings
- Weight training., Exertion.
- Format
- Document (PDF)
- Title
- Belongingness and integrative motivation in second language acquisition.
- Creator
- Kvasnak, Robb., College of Education, Department of Teaching and Learning
- Abstract/Description
-
This study investigates the perceptions that second language students have of those who speak the language that these students are trying to acquire and examines how these perceptions relate to students' progress in acquiring the target language. The study is based on the psychological theory of the need to belong, i.e. belongingness as well as on the concept of integrative motivation. This study is a qualitative investigation that uses the Repertory Grid Technique and Personal Construct...
Show moreThis study investigates the perceptions that second language students have of those who speak the language that these students are trying to acquire and examines how these perceptions relate to students' progress in acquiring the target language. The study is based on the psychological theory of the need to belong, i.e. belongingness as well as on the concept of integrative motivation. This study is a qualitative investigation that uses the Repertory Grid Technique and Personal Construct Theory in order to elicit subject perceptions and their constructs. Membership checking was carried out with nine of the originally interviewed 22 subjects in order to obtain more insight into the subjects' perceptions of themselves, their progress, and, most importantly, their perceptions of the target language speakers. One of the important findings in this study is the establishment of what elements second language students use to construct views of target language speakers., The subjects of this study used specific culture, generic culture, language, and perceptions to try to understand target language speakers. Furthermore, those subjects who had graduated from the community college program from which the subjects were drawn and who were now working in the everyday world showed strong desire to integrate into English-speaking society. Conversely, these program graduates showed an increased degree of criticism of American English speakers. Their views may be attributed to the close contact and lack of preparation for contact with target language speakers, as the community college program contained little or no instruction on American English culture., The perceptions of being marginalized expressed by the graduates, perceptions not shared by those students still in the community college program, indicate a need for a change in curriculum which would emphasize the students' social needs outside of and beyond the classroom and cultivate a sense of belonging to target language society. Belongingness and integrative motivation may well the key to a bright new future of second language acquisition. As more research is done on the significance of both concepts, and as they are increasingly incorporated into language learning classrooms, students should acquire target languages with greater ease.
Show less - Date Issued
- 2007
- PURL
- http://purl.flvc.org/FAU/47403
- Subject Headings
- Second language acquisition, Language and languages, Study and teaching, Communicative competence, Identity (Psychology)
- Format
- Document (PDF)
- Title
- BREAKING THE MOLD: IMPLEMENTING RADICAL INNOVATION AT THE DISTRICT AND SCHOOL LEVELS.
- Creator
- Holcombe, Joseph, Shockley, Robert, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
Very little research exists around the implementation of innovative practices in traditional public schools. However, research indicates that innovation and creation of an organizational culture and climate that fosters innovation are both practices associated with improvement in overall organizational performance. This study aims to examine leadership practices, both at the school and district levels, which support the implementation of a radical innovation in traditional public schools....
Show moreVery little research exists around the implementation of innovative practices in traditional public schools. However, research indicates that innovation and creation of an organizational culture and climate that fosters innovation are both practices associated with improvement in overall organizational performance. This study aims to examine leadership practices, both at the school and district levels, which support the implementation of a radical innovation in traditional public schools. Specifically, this study asks three key questions: How did the plan to implement personalized learning develop, how did district and school leaders gain acceptance for the implementation, and how did Very little research exists around the implementation of innovative practices in traditional public schools. However, research indicates that innovation and creation of an organizational culture and climate that fosters innovation are both practices associated with improvement in overall organizational performance. This study aims to examine leadership practices, both at the school and district levels, which support the implementation of a radical innovation in traditional public schools. Specifically, this study asks three key questions: How did the plan to implement personalized learning develop, how did district and school leaders gain acceptance for the implementation, and how did school leaders manage school climate change during the implementation? In this context, radical innovation is defined as an innovation that significantly changes the ways in which the school organization operates and delivers education to students (Zaltman, Duncan, & Holbek, 1973).
Show less - Date Issued
- 2020
- PURL
- http://purl.flvc.org/fau/fd/FA00013537
- Subject Headings
- Public schools, Innovation, School leadership
- Format
- Document (PDF)
- Title
- BURNOUT: THE DEVASTATING IMPACT ON A NEW TEACHER.
- Creator
- Leichtman, Kevin, Baxley, Traci P., Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
-
This autoethnographical study was conducted to add teacher voice and perspective in the topic of new teacher burnout, which has been linked to beginning teachers’ historically high attrition rates within the first five years of their careers. The study was centered on a burned out new teacher who faced cognitive dissonance through attempting to implement critical pedagogy in the context of standards-based reform. Data was gathered through field notes and artifacts encompassing the first five...
Show moreThis autoethnographical study was conducted to add teacher voice and perspective in the topic of new teacher burnout, which has been linked to beginning teachers’ historically high attrition rates within the first five years of their careers. The study was centered on a burned out new teacher who faced cognitive dissonance through attempting to implement critical pedagogy in the context of standards-based reform. Data was gathered through field notes and artifacts encompassing the first five years of the teacher’s career, which spanned two schools and six grade levels in a large, low socioeconomic, southern school district. The data underwent multiple levels of analysis and classifications to allow for emergent themes. This data was then displayed as narrative vignettes, giving a representative sample of the field notes that detailed the experience of new teacher burnout. The data from this study found similarities with the current research on burnout in identifying significant contributors to new teacher burnout. Findings suggested that contributors to burnout work simultaneously and have consistent and pervasive effects. This made every contributor to burnout impactful, as the teacher was constantly suffering from negative health effects of the constant state of burnout.
Show less - Date Issued
- 2019
- PURL
- http://purl.flvc.org/fau/fd/FA00013386
- Subject Headings
- Attrition of teachers, New teachers, Burn out (Psychology)
- Format
- Document (PDF)
- Title
- Attachment, locus of control, and romantic intimacy in adult children of alcoholics: a correlational investigation.
- Creator
- Peter, Raffaela., College of Education, Department of Counselor Education
- Abstract/Description
-
This study examined the relationships of adult attachment, locus of control, and fear of intimacy between adult children of alcoholics (ACOAs) and non adult children of alcoholics (NACOAs). A convenience sample of 224 participants, specifically 108 ACOAs and 116 NACOAs, completed the Experiences in Close Relationships-Revised Questionnaire (ECR-R), Rotter's Locus of Control Scale (LOC), and the Fear of Intimacy Scale (FIS). Participants were drawn from self-help groups, gatherings, and a...
Show moreThis study examined the relationships of adult attachment, locus of control, and fear of intimacy between adult children of alcoholics (ACOAs) and non adult children of alcoholics (NACOAs). A convenience sample of 224 participants, specifically 108 ACOAs and 116 NACOAs, completed the Experiences in Close Relationships-Revised Questionnaire (ECR-R), Rotter's Locus of Control Scale (LOC), and the Fear of Intimacy Scale (FIS). Participants were drawn from self-help groups, gatherings, and a health fair held in Palm Beach County, Florida. Data were analyzed utilizing multivariate analysis of variance (MANOVA), series of analyses of variance (ANOVA), stepwise regression analyses, discriminant function analysis, in addition to correlational analyses. ... ACOAs demonstrated insecure, fearful avoidant attachment patterns, an external locus of control, and greater fear of intimacy. In contrast, NACOAs exhibited secure adult attachment, an internal locus of control, and lower fear of intimacy. This study lends empirical support to clinical practice pertaining to the constructs of adult attachment, locus of control, and fear of intimacy in ACOAs and NACOAs.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3358757
- Subject Headings
- Alcoholism, Psychological aspects, Adult children of alcoholics, Attachment behavior, Locus of control, Intimacy (Psychology), Interpersonal relations
- Format
- Document (PDF)
- Title
- Attitudinal study of older adult African Americans' interaction with computers.
- Creator
- Lovell-Martin, Nigel Leon., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
It was estimated that 35 million people age 65 or older lived in the United States in 2000. Of that number 2.8 million were Black/African American. The U.S. Census Bureau's (2000) population projections show that there will be 70 million older adults age 65 or older by 2030 and African Americans are expected to comprise over 12% of that population. In 1993 older adults had made less elective use of computers than younger adults, accounting for 24.2% of those age 55 to 64 and 4.9% of adults...
Show moreIt was estimated that 35 million people age 65 or older lived in the United States in 2000. Of that number 2.8 million were Black/African American. The U.S. Census Bureau's (2000) population projections show that there will be 70 million older adults age 65 or older by 2030 and African Americans are expected to comprise over 12% of that population. In 1993 older adults had made less elective use of computers than younger adults, accounting for 24.2% of those age 55 to 64 and 4.9% of adults over age 65. By 2003 adults over age 65 recorded a 20.1% increase in computer usage becoming the fastest growing segment of computer users who are engaging in learning computer skills as a way of coping with the technological changes. Studies have found that greater experience with computers is associated with more positive attitudes; however, it has never been determined whether this is true of the older African American population since there is a paucity of research documenting their computer attitudes. This study utilized a mixed methods research design that included an experimental design and an inductive approach with interviews. The following findings emerged: (a) attitudes differed for older African Americans who received computer training and those who did not; (b) there was no distinction in computer attitudes between older adult male and older adult females in the African American population; (c) there was no interaction effect on computer attitudes as moderated by training and gender; (d) older African Americans exhibited a positive disposition towards computers which elicited positive attitudes towards the technology; (e) older African Americans had a nascent need for computer self-efficacy; and (f) older African Americans constructed new meaning regarding computers as a result of their reflection on their computer interaction experience., The findings have established that older African Americans' attitudes can be influenced by direct computer experience and the study extends prior research by identifying the process by which attitude change takes place.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/186682
- Subject Headings
- African Americans, Education (Continuing education), African Americans, Intellectual life, Aging, Psychological aspects, Attitude (Psychology), Computer literacy
- Format
- Document (PDF)
- Title
- Assessing Processes of Connection and Development in Observations of the Therapeutic Relationship.
- Creator
- Freund, Robert R., Peluso, Paul R., Florida Atlantic University, College of Education, Department of Counselor Education
- Abstract/Description
-
The present study applies Driver and Gottman’s (2004a) Turning System to observations of the therapeutic relationship in a quasi-experimental between and within groups design. A sample of 63 full counseling sessions (21 first sessions with clients who return for four sessions, 21 first sessions for clients who terminate therapy prior to four sessions, and 21 fourth sessions) were collected from a university counseling center in South Florida. Clients and clinicians also completed self report...
Show moreThe present study applies Driver and Gottman’s (2004a) Turning System to observations of the therapeutic relationship in a quasi-experimental between and within groups design. A sample of 63 full counseling sessions (21 first sessions with clients who return for four sessions, 21 first sessions for clients who terminate therapy prior to four sessions, and 21 fourth sessions) were collected from a university counseling center in South Florida. Clients and clinicians also completed self report evaluations of the therapeutic relationship that were also included in this study (Working Alliance Inventory – Short Form, and the Real Relationship Inventory). A series of multivariate analysis of the variance (MANOVA) tests were performed to assess for significant differences in Turning System behavior between return and dropout groups in the first sessions of therapy, as well as for significant differences between return groups’ first and fourth sessions. Correlation analyses were run for client and therapist self report data and Turning System codes. Overall, the Turning System codes did not predict attrition from therapy; however, significant effects were found for specific behaviors in the return versus dropout comparisons, including client’s uses of negative bids, high level questions, and preoccupied away responses. The Turning System also did not predict clear differences between behaviors in ongoing therapy, though significant effects were again found for individual behaviors enacted by both clients and therapists. Significant negative correlations were also found for return group clients between specific behaviors and ratings of the therapeutic alliance, such as high level questions and preoccupied away responses. Individual behaviors in the therapist return group, such as high level questions, negative bids, and interruptions, correlated negatively with ratings of the therapeutic alliance. The results of this study are presented in an effort to synthesize the data into a narrative for developing effective therapeutic relationships and guidance for future research.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004788, http://purl.flvc.org/fau/fd/FA00004788
- Subject Headings
- Psychotherapy., Psychotherapist and patient., Patient participation., Mind and body therapies., Mindfulness-based cognitive therapy., Client-centered psychotherapy., Affect (Psychology)
- Format
- Document (PDF)
- Title
- Athletic trainers' perceptions of effectiveness and transfer of training in continuing education workshops.
- Creator
- Reed, Sarah L., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Extensive literature research revealed that little was known about the effectiveness of athletic training continuing education workshops in increasing athletic trainers' knowledge, skills and abilities. The three purposes of this mixed method exploratory study were: 1) to examine whether continuing education workshops were perceived by athletic trainer participants as effective; 2) to determine if a relationship existed between efficacy and perceived workshop training effectiveness; 3) to...
Show moreExtensive literature research revealed that little was known about the effectiveness of athletic training continuing education workshops in increasing athletic trainers' knowledge, skills and abilities. The three purposes of this mixed method exploratory study were: 1) to examine whether continuing education workshops were perceived by athletic trainer participants as effective; 2) to determine if a relationship existed between efficacy and perceived workshop training effectiveness; 3) to demonstrate the transfer of training through work experiences. Participants were recruited through Board of Certification for the Athletic Trainer (BOC) approved continuing education workshops. Eighty-four participants completed a questionnaire packet on the day of the workshop. The packet contained the Athletic Training Efficacy Questionnaire, subject matter pre-test, workshop evaluation, and subject matter post-test. Two months after the workshop, participants were contacted and asked to complete an online questionnaire that focused on their perceptions of the workshop they attended and their transfer of the training to the workplace. Quantitative data analysis revealed no significant relationships between participants' levels of efficacy and ages, genders, work experience, and degree attainment. Nor was there a significant relationship found between participants' level of efficacy and their perceptions of workshop effectiveness. The characteristics of the workshops were perceived as effective in increasing participant knowledge, skills and abilities related to athletic training. Overall, 20.2% of participants perceived the workshops as being very effective, 46.4% perceived the workshops to be effective, and 33.3% perceived the workshops as ineffective., Qualitative analysis revealed that the perceptions of workshop effectiveness were related to the presentation format, characteristics of the instructor, and the relevancy of the workshop material to real life situations. Barriers to the transfer of training were also identified and included workshop format factors (delivery, environmental, and learning styles) and a lack of information presented. Recommendations for the development of continuing education workshops that better meet the needs of athletic trainers were discussed, and suggestions for future research were provided.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/186292
- Subject Headings
- Athletic trainers, Training of, Sports medicine, Study and teaching (Continuing education), Physical education and training, Administration
- Format
- Document (PDF)
- Title
- Beyond fidelity: relating educational practices and their determinants to student learning gains.
- Creator
- Urdegar, Steven M., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This study explored how contextual factors influenced the effect of educational practices on student reading achievement and describes an alternative means of assessing educational programs under conditions of multiple-treatment interference and innovation diffusion. Over 1,500 reading teachers at 69 elementary schools within a large diverse district completed surveys regarding multiple aspects of the reading program, actions of their reading leaders, and instructional program coherence at...
Show moreThis study explored how contextual factors influenced the effect of educational practices on student reading achievement and describes an alternative means of assessing educational programs under conditions of multiple-treatment interference and innovation diffusion. Over 1,500 reading teachers at 69 elementary schools within a large diverse district completed surveys regarding multiple aspects of the reading program, actions of their reading leaders, and instructional program coherence at their schools. Nearly 13,000 students in grades 2 through 5 were assigned to those teachers. Factor analyses were used to separately identify patterns within survey items that measured educational practices, leadership actions, and instructional program coherence. Then, the students' achievement gains were adjusted for the effects of fixed demographic and organizational variables through hierarchical linear modeling. Finally, classroom level relationships between the adjusted achievement gains, and subscales computed from the factors that were identified, were examined through a path analysis. Educational practices were found to align to six factors labeled Technology, Training Utility, Advanced Skills, Basic Skills, Grouping, and Assessment. Leadership actions were found to align to two factors labeled Relationship and Task. Fixed effects at the student, classroom, and school levels were found to have an impact on both the initial status and growth components of student achievement. In the path model, Task was found to have a significant direct effect on Advanced Skills, while the effect of Relationship on educational practices was partially mediated by Instructional Program Coherence. Both Advanced and Basic skills were found to have positive effects on Adjusted Gain when taught at the appropriate level, and negative effects, when taught at the inappropriate level., Technology was found to facilitate Basic Skills instruction overall, with greater benefits seen at the upper grades. It was concluded the rates of use seen for Advanced and Basic skills instruction were similar at the three types of schools examined because of poor differentiation due to innovation diffusion. Teachers who perceived their leaders as supportive, tended to rate their schools as more coherent and training requirements as more appropriate, and used technology and assessment more often, leading to gains in student achievement.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/77653
- Subject Headings
- School management and organization, Decision making, Education, Evaluation, Educational tests and measurements, School improvement programs, Evaluation
- Format
- Document (PDF)
- Title
- An investigation of the teaching practices of music teaching artists participating in four selected elementary school arts integration projects.
- Creator
- Vazquez, Olga M., Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This mixed methodology study investigated the arts integration practices of music teaching artists participating in four selected elementary school arts integration projects in the United States. This study also explored the possibility that music teaching artists’ formal education, arts integration training and professional development, and their own attitudes as well as different stakeholders’ attitudes about arts integration and music education impacted their arts integration practices....
Show moreThis mixed methodology study investigated the arts integration practices of music teaching artists participating in four selected elementary school arts integration projects in the United States. This study also explored the possibility that music teaching artists’ formal education, arts integration training and professional development, and their own attitudes as well as different stakeholders’ attitudes about arts integration and music education impacted their arts integration practices. The explanatory two-phase design of this study began with the collection and analysis of quantitative data and was followed by the collection and analysis of qualitative data, thus connecting the results from the former to those from the latter. The quantitative data provided information for purposefully selecting the interview participants who provided the qualitative data collection in phase two. The data gathered in this study indicate that the music teaching artists shared similar beliefs about arts integration but that they believed their school leaders’ goals and objectives differed from their own. The data also provided evidence for concluding that the music teaching artists believe that the most successful arts integration projects are those that are collaborative partnerships between an arts specialist or classroom teacher and a teaching artist. A unexpected finding in this study was the teaching and exploration of sound in arts integration projects team taught between a sound teaching artist,–some without musical backgrounds or formal training–a music teaching artist, and a classroom teacher. The statistical analysis in this study regarding the degree to which formal education, arts integration professional development and training, music teaching artists’ attitudes about arts integration, and the beliefs held by music teaching artists regarding school leaders’ and their arts organization’s administrators’ attitudes about arts integration were predictors of the arts integration practices as self-reported by music teaching artists produced results that were non-significant. The content analysis of curriculum documents and student products submitted by the study participants revealed information to support the findings from the interview and survey data
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004230, http://purl.flvc.org/fau/fd/FA00004230
- Subject Headings
- Artists as teachers, Interdisciplinary approach in education, Music -- Instruction and study, Project method in teaching
- Format
- Document (PDF)
- Title
- An exploratory multiple case study of succession planning for higher education community engagement practitioners in selected higher education institutions in theSoutheastern region of the United States.
- Creator
- Louisy, Heidi, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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Succession planning is a relatively new construct within higher education institutions (HEIs). The researcher explored the extent to which selected HEIs employ succession planning strategies in reference to the Higher Education Community Engagement Practitioner (HECEP) role and in support of HEIs earning the Carnegie Community Engagement Classification (CCEC). Four HEIs served as study sites for this research, along with a nationally recognized professional development program. Study results...
Show moreSuccession planning is a relatively new construct within higher education institutions (HEIs). The researcher explored the extent to which selected HEIs employ succession planning strategies in reference to the Higher Education Community Engagement Practitioner (HECEP) role and in support of HEIs earning the Carnegie Community Engagement Classification (CCEC). Four HEIs served as study sites for this research, along with a nationally recognized professional development program. Study results revealed that HEIs are not currently using succession planning strategies for the HECEP role. Further, although the study revealed that professional development opportunities for HECEPs exist, only 50% of institutional study participants were aware of, and participated. Finally, based on the credentials of individuals currently in HECEP roles and data obtained from this study (including data from an expert judge linked to the professional development program analyzed as part of this study), the researcher provides a job specification template for determining if institutions have a pipeline of individuals who could be prepared to assume the HECEP role in the future. This study, although limited in scope as it relates to succession planning, provides insight into the attitudes and perceptions of specific higher education professionals toward the professional development of employees, and more specifically, the HECEP role.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004303, http://purl.flvc.org/fau/fd/FA00004303
- Subject Headings
- Education, Higher -- Aims and objectives, Educational leadership, Leadership in education, Organizational change, School management and organization, Universities and colleges -- Administration
- Format
- Document (PDF)
- Title
- An examination of the southern association of colleges and schools commission on colleges’ quality enhancement plans at two institutions through the lens of quality improvement.
- Creator
- Rodriguez, Barbara June, Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this case study was to explore the quality enhancement plan (QEP) process and its influence on student learning of critical thinking and the institutional environment from the perspective of key stakeholders at two community colleges accredited by the Southern Association of Colleges and Schools Commission on Colleges (the Commission). Key stakeholders were defined as faculty, staff, and administrators who had direct and continuous involvement with the development and/or...
Show moreThe purpose of this case study was to explore the quality enhancement plan (QEP) process and its influence on student learning of critical thinking and the institutional environment from the perspective of key stakeholders at two community colleges accredited by the Southern Association of Colleges and Schools Commission on Colleges (the Commission). Key stakeholders were defined as faculty, staff, and administrators who had direct and continuous involvement with the development and/or implementation of the QEP. This was accomplished through document reviews and analysis of interviews. The study was guided by intertwined quality assurance systems accountability, accreditation, and assessment, and six of Deming’s (1986) total quality management principles. These principles are: (1) customer, (2) training and development, (3) teamwork, (4) measurement, (5) improvement, and (6) leadership (Bosner, 1992; Deming, 1986; Marchese, 1991; Sallis, 2002).
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004404, http://purl.flvc.org/fau/fd/FA00004404
- Subject Headings
- Educational evaluation -- Case studies, Educational tests and measurements -- Case studies, School management and organization -- Quality control -- Case studies, Total quality management in education -- Case studies, Universities and colleges -- Accreditation -- Case studies
- Format
- Document (PDF)
- 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
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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.
Show less - 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)
- Title
- An examination of biomedical intellectual reputation in relationship to graduates’ productivity, regional innovation and absorptive capacity at selected universities worldwide.
- Creator
- Cavanaugh, Gesulla, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this study was first to determine factors associated with intellectual reputation, specifically among selected biomedical departments worldwide within the university setting. Second, the study aimed to examine intellectual reputation in relationship to doctoral graduates’ productivity in the biomedical sciences and in relationship to organizational biomedical advancement and productivity. Third, the study aimed to visualize a spatial relationship between intellectual reputation...
Show moreThe purpose of this study was first to determine factors associated with intellectual reputation, specifically among selected biomedical departments worldwide within the university setting. Second, the study aimed to examine intellectual reputation in relationship to doctoral graduates’ productivity in the biomedical sciences and in relationship to organizational biomedical advancement and productivity. Third, the study aimed to visualize a spatial relationship between intellectual reputation and local organizational biomedical advancement and productivity in the United States and the United Kingdom. Finally, a simulated research-based model was proposed for understanding hospital productivity. The study used quantitative analysis in order to achieve these goals. The Geographic Information System (GIS) and Geocommons were used to visualize possible relationship between universities and hospitals in different regions. The findings from this study suggest that the university’s research intensity, having a Nobel Laureate on staff, Hirsch Index of the most prominent researcher on staff, scientific patent, scientific publications, and affiliation with multiple countries are good predictors of intellectual reputation. Correlation analysis suggests that university intellectual reputation is associated with doctoral graduates’ productivity. When examining the relationship between the university and hospitals, university intellectual reputation was positively correlated with hospital biomedical advancement, r= .445, p =0.001. Hospital productivity was significantly correlated with university intellectual reputation, r= .322, p =0.001. University intellectual reputation was significantly correlated with hospital capacity to absorb knowledge (r= 0.211, p =0.005) and knowledge spillover (r=.242, p =0.001). Regression analysis reveals that hospital capacity to absorb knowledge and knowledge spillover are good predictors of hospital biomedical advancement, F (2, 176) = 52.637, p = 0.001. Hospital capacity to absorb knowledge, affiliation with a university, intellectual reputation of the affiliated university, and distance between the hospital and the affiliated university were shown to be good predictors to hospital productivity, F (4, 106) = 11.115, p = 0.001. Visual examination of the hospitals suggests that when the universities publish at a large quantity, this tends to influence the hospitals within the area to publish a large quantity as well. Additionally, hospitals that are more productive tend to cluster around universities with higher intellectual reputation.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004090, http://purl.flvc.org/fau/fd/FA00004090
- Subject Headings
- Academic achievement -- Measurement, Educational productivity -- Measurement, Universities and colleges -- Ratings and rankings
- Format
- Document (PDF)
- Title
- An Assessment of Leadership Practice in High Schools: Improving Graduation Rates.
- Creator
- Osorio, Maria Eugenia, Maslin-Ostrowski, Patricia, Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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This research was based on a multi-case study design focused on the leadership practice of high school principals and assistant principals and their roles in improving graduation rates. The study sought to answer one overarching research questions: In schools that demonstrate an increase in graduation rates what leadership practices are evidenced in principals and assistant principals and teacher leaders. One sub-question addressed the tools and interventions that the leadership team...
Show moreThis research was based on a multi-case study design focused on the leadership practice of high school principals and assistant principals and their roles in improving graduation rates. The study sought to answer one overarching research questions: In schools that demonstrate an increase in graduation rates what leadership practices are evidenced in principals and assistant principals and teacher leaders. One sub-question addressed the tools and interventions that the leadership team practices in relation to improving graduation rates and the second sub-question addressed the accountability of changing standards with respect to graduation rates. A third sub-question sought to answer how interactions of principals and assistant principals relevant to improvement in student performance are interpreted by faculty and staff. The purposeful sample from each of the three high schools consisted of one principal, four assistant principals and one teacher leader. Data collection methods included interviews, observations and qualitative document review of high school graduation rates. The study reveals six major findings: (a) school leaders establish a clear vision, mission or goal to increase graduation rates, (b) identification, management and evaluation of academic enrichment programs are necessary interventions for student success, (c) school leaders build a culture of student learning and achievement through a system of processes, programs and support initiatives, (d) the leadership team is knowledgeable, strongly motivated and devoted to their role as leaders in serving all students, (e) school leaders use data as guiding variables in making decisions regarding at-risk student achievement and success, and (f) school leaders develop and foster positive relationships with students and teachers.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004618
- Subject Headings
- School improvement programs., Educational leadership., School management and organization., School principals--Professional relationships., Assistant school principals--Professional relationships., Organizational behavior.
- Format
- Document (PDF)