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Title: A Case Study of the Reported Use of Metacognitive Reading Strategies by Postsecondary Instructors of Developmental Reading Courses With Struggling Adult Readers to Increase Comprehension.
Creator: Drayton, Audrita, Baxley, Traci P., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This qualitative research study examined developmental reading instructors' reported use of metacognitive reading strategies as well as what other approaches they used to improve and increase the reading comprehension of their struggling adult readers. The researcher collected data using two interviews per participant and document analyses. Although studies have deemed metacognitive reading strategies effective in increasing the reading comprehension of struggling readers, the results...
Show moreThis qualitative research study examined developmental reading instructors' reported use of metacognitive reading strategies as well as what other approaches they used to improve and increase the reading comprehension of their struggling adult readers. The researcher collected data using two interviews per participant and document analyses. Although studies have deemed metacognitive reading strategies effective in increasing the reading comprehension of struggling readers, the results indicated that the participants did not typically instruct their struggling adult readers in the use of metacognitive reading strategies. The implications for the study were related to instructional practice in developmental reading courses, policy changes, and struggling readers.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004586, http://purl.flvc.org/fau/fd/FA00004586
Subject Headings: Metacognition--Case studies., Reading comprehension--Case studies., Learning strategies--Case studies., Motivation in education--Case studies., Action research in education--Case studies., Cognitive learning--Case studies.
Format: Document (PDF)

Title: A Comparative Analysis of Required Continuing Education in Florida SB1108 and Teacher Self-Efficacy for Inclusion.
Creator: Scruggs, Leigh A., Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: While classroom teachers report alarming rates of unpreparedness, and even unwillingness to include diverse populations in the classroom, our nation is continuing along a trend started in the 1990s to include students with disabilities (SWD) in general education settings. This quasi-experimental research study uncovered the impact of completing the required continuing education course in teaching SWD course mandated by Florida Senate Bill 1108 ([SB1108]; The Florida Senate, 2013b), which...
Show moreWhile classroom teachers report alarming rates of unpreparedness, and even unwillingness to include diverse populations in the classroom, our nation is continuing along a trend started in the 1990s to include students with disabilities (SWD) in general education settings. This quasi-experimental research study uncovered the impact of completing the required continuing education course in teaching SWD course mandated by Florida Senate Bill 1108 ([SB1108]; The Florida Senate, 2013b), which amended Florida Statute 1012.585 (3) (e) (Process for Renewal of Professional Certificates, 2017) on perceived teacher ability to implement inclusion practices. An online version of the Teacher Efficacy for Inclusive Practices (TEIP) scale developed by Sharma, Loreman, and Forlin (2012) was utilized, along with demographic and experiential factors for classroom teachers in the study district to examine their self-efficacy toward inclusion. Analysis of the data indicated statistically significant differences in mean TEIP scale scores for exceptional student education (ESE) and general education teachers. Data analyses revealed that almost half of the teachers had a negative view of and did not perceive any benefit from the course. While ESE and general education teachers had similar preparation needs, they also reported areas of concern specific to their subset. Overall, the course did not provide enough continuing education in the areas most needed by the participants. SB1108-mandated course completion was also not found to be an indicator of higher teacher self-efficacy for the majority of teachers. Analysis of the differences in TEIP scale scores found that only elementary school teachers benefited from completing the course, while it had the opposite effect for general education high school teachers and no significant effect for ESE teachers. Differences in TEIP scale scores from demographic and experiential factors accounted for 13% of the variance in the population and was not significant for the ESE teacher subset. One percent or less of the variance was attributed to completion of the required continuing education course. Implications include reviewing the legislation’s effectiveness for teachers in different areas and grade levels, hiring and evaluation decisions based on TEIP scale scores of applicants and employees, and designing more meaningful continuing education courses. Recommendations for state legislatures, school administrators, designers of continuing education courses, and for future research regarding improvement of teacher self-efficacy for inclusive practices are offered.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00005956
Subject Headings: Continuing education, Students with disabilities--Education--United States, Inclusive education, Education and state--Florida, Professional development for teachers
Format: Document (PDF)

Title: A Comparative Look at Student and Faculty Perceptions of Professors at a State College.
Creator: Duff, Suzanne M., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Research shows that there is a disconnect between student and faculty perceptions in a range of areas. One area that has not been researched is comparing student and faculty perceptions regarding desirable and undesirable traits in professors. The purpose of this mixed methods study was to identify what students perceive are the most and least desirable qualities in professors, and how those qualities affect their overall college experience. This study also identified what professors thought...
Show moreResearch shows that there is a disconnect between student and faculty perceptions in a range of areas. One area that has not been researched is comparing student and faculty perceptions regarding desirable and undesirable traits in professors. The purpose of this mixed methods study was to identify what students perceive are the most and least desirable qualities in professors, and how those qualities affect their overall college experience. This study also identified what professors thought students perceive as the most and least desirable qualities in professors, and how those qualities affect students’ overall college experience. The findings indicate that the largest disparity in perceptions between students and faculty was faculty perception that students rate them based on class rigor and assigned grades, which were two of the least important qualities according to students. The largest similarity that faculty and students agreed upon is that students desire professors who are knowledgeable, passionate, engaging, and able to connect with students. Both groups also perceive that students do not like professors who are boring and monotone. In addition, students and professors agree that students perceive professors as playing an important role in their lives that affect their ability to learn, the grades they receive, and also impact their overall college experience and trajectory in life. The two groups differed when describing how professors’ undesirable qualities can negatively affect students’ emotions and self-confidence. Faculty and students were in agreement in a variety of areas, but they were disconnected in several areas as well. This is a problem as we move into the future. Cox (2009) said, “the traditional college student is no longer the typical college student” (p. 7), especially when it comes to state and community colleges. Professors would benefit from listening to students instead of assuming that their ratings are untrustworthy and based on how hard or easy the class was or what grade they received. The researcher asserts, along with others in the literature, that expertise in content area is no longer good enough to be an effective educator in higher education. Faculty also need to be experts in understanding students.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004967, http://purl.flvc.org/fau/fd/FA00004957
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Teacher-student relationships., College teachers., Student evaluation of teachers.
Format: Document (PDF)

Title: A comparison of practices for teaching math word problems in Turkey and the United States.
Creator: Erkan, Betul, Zainuddin, Hanizah, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This multiple case study investigated pedagogical differences and similarities among practices used to teach word problems in private schools of Turkey and the United States, the factors impacting teachers’ instructional decisions, and their approaches to teaching word problems as well as the role of culture in teaching and learning word problems. Quantitative survey data were collected from 28 Turkish and 27 U.S. high school mathematics teachers from private or independent schools. The...
Show moreThis multiple case study investigated pedagogical differences and similarities among practices used to teach word problems in private schools of Turkey and the United States, the factors impacting teachers’ instructional decisions, and their approaches to teaching word problems as well as the role of culture in teaching and learning word problems. Quantitative survey data were collected from 28 Turkish and 27 U.S. high school mathematics teachers from private or independent schools. The survey investigated teachers’ background information, resources used, and their use of teaching practices (teacher-centered, student-centered, concrete-visualizing, analytical) and types of word problems (true or practice-oriented) as well as their thoughts about the structure of word problems. Qualitative data were collected through classroom observations, videotaping, and focus-group interviews from four ninth grade algebra teachers in Turkey and the United States. Qualitative data helped the researcher expand upon the quantitative findings and examine how word problems actually were being taught in the classroom, the factors impacting teachers’ instruction and approaches to teaching word problems, and participants’ reflections on their own practices as well as on their international partners’ word problems instruction. The findings indicated no significant difference for most survey items, but descriptive statistical analysis revealed that Turkish survey participants incorporated teacher-centered, concrete-visualizing practices, and practice-oriented word problems more often in their instruction, while U.S. survey participants frequently used student centered, concrete-visualizing practices, and true problems. Qualitative findings pointed out what specific teaching practices were evident in the classrooms observed and videotaped in Turkey and the United States. While Turkish teachers thought the university entrance examination and national curriculum had the biggest impact on their teaching, U.S. teachers found school environment (traditional versus progressive) and student perception of word problems as influential on their instruction. The role of culture on teaching and learning word problems was observed in regard to teacher centered versus student-centered instruction, teacher versus student role, and student engagement. Study findings also indicated that cross-examination of teaching promotes teachers’ reflection on their own practices and, thus, should be encouraged and promoted across STEM disciplines and throughout a teaching career. Implications and recommendations for future research, curriculum developers, and mathematics teachers are discussed.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004193, http://purl.flvc.org/fau/fd/FA00004193
Subject Headings: Educational tests and measurements, Mathematics -- Study and teaching -- Cross cultural studies, Word problems (Mathematics) -- Study and teaching -- Turkey, Word problems (Mathematics) -- Study and teaching -- United States
Format: Document (PDF)

Title: A critical analysis of first generation black male college students’ perceptions of their preparation for college level mathematics.
Creator: Williams, Kyla L., Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: President Obama’s 2014 “My Brother’s Keeper” initiative responds to the continuing educational disparities that the No Child Left Behind Act was intended to have addressed. The preoccupation with standardized testing and accountability over the past decade has revealed evidence of disparities in achievement between Black male students and their White counterparts. Critical Race Theorists have framed these persistent disparities as evidence of the opportunity gap and have advocated culturally...
Show morePresident Obama’s 2014 “My Brother’s Keeper” initiative responds to the continuing educational disparities that the No Child Left Behind Act was intended to have addressed. The preoccupation with standardized testing and accountability over the past decade has revealed evidence of disparities in achievement between Black male students and their White counterparts. Critical Race Theorists have framed these persistent disparities as evidence of the opportunity gap and have advocated culturally responsive pedagogy that would facilitate students’ academic success.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004421, http://purl.flvc.org/fau/fd/FA00004421
Subject Headings: Achievement in education, Critical pedagogy, Educational sociology -- United States, Mathematics -- Studying and teaching (Graduate), Mathematics -- Studying and teaching (High school), Minorities -- Education -- United States, Motivation in education, Racism in higher education
Format: Document (PDF)

Title: A Critical Comparative Study of Media Literacy in Australia, England, And The United States.
Creator: Rochester, Ramonia R., Hyslop-Margison, Emery, Baxley, Traci P., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: Ubiquitous media communications technology necessitates democratic and critical media literacy education for developing an active 21st century polity. This study analyzed the context of democratic and critical media competencies in national curriculum standards across Australia, England, and the United States. This, based on Lefebvre’s (1991) conception of conceived space, where standards operate as manifest educational policy and as a basis for establishing good practice. The study employed...
Show moreUbiquitous media communications technology necessitates democratic and critical media literacy education for developing an active 21st century polity. This study analyzed the context of democratic and critical media competencies in national curriculum standards across Australia, England, and the United States. This, based on Lefebvre’s (1991) conception of conceived space, where standards operate as manifest educational policy and as a basis for establishing good practice. The study employed a multi-theoretical approach to textual analysis, within Bereday’s (1964) comparative structure of inquiry. A critical policy lens supported the contextualization of ideological influences that frame democratic and critical media literacies in standards, per Bay-Cheng, Fitz, Alizaga, and Zucker’s (2015) neoliberal subscales. A purposive sample of civics and citizenship, English/English language arts, and media arts/studies was employed. Differences across three main indicators were identified: socio-cultural and youth-based concerns, personal growth via media production and other skills development, and reasoning and communication skills improvement. The neoliberal influences on curricular standards were subsequently explored across three emerging themes: identity politics, problem-based and critical inquiry experiences, and the inclusion of digital new media in curriculum inquiry. Though recognized in the countries’ standards as multifaceted and complex, each obfuscates identity in some way. Both England and the United States inadequately confront race, class, gender, socio-economic status, cultural commodification, and youthbased issues. Though not overtly neoliberal, the Australian standards present identity hegemonically. The role of media is somewhat siloed from the curriculum’s conceptions of identity and active citizenship across all three countries. The English standards are least adept at developing learners’ understandings of the influence of media on identity development, whereas both England and the United States over-emphasize text to the neglect of new media understandings. An apolitical view of media literacy, accompanied by techno-economic terminology, is pervasive in U.S. standards. Despite a counter-critical approach to the framing of its curriculum priorities, Australia presents the most balanced view of democratic/critical media citizenship. England’s standards reflect neoliberal-communitarian citizenship and largely neglect critical questioning. Whereas the United States takes a similarly cosmopolitan view of citizenship to Australia and England, the standards fail to comprehensively explore the links between digital democracy and political engagement.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004973, http://purl.flvc.org/fau/fd/FA00004963
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Media literacy., Comparative Study.
Format: Document (PDF)

Title: A Curriculum-Based Alternative Value-Added Model for Special Education Teacher Preparation Programs.
Creator: McCormick, Jazarae K., Brady, Michael P., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: The reality of changing state and federal policy, as well as the process of program improvement across teacher preparation programs has prompted a line of research into the exploration of an alternative curriculum-based value-added model (VAM). Based upon a thorough review of VAMs as they have been applied to education policy and decision-making, this line of inquiry focused on a curriculum-based approach to increasing our understanding of how the instructional efforts of our candidates...
Show moreThe reality of changing state and federal policy, as well as the process of program improvement across teacher preparation programs has prompted a line of research into the exploration of an alternative curriculum-based value-added model (VAM). Based upon a thorough review of VAMs as they have been applied to education policy and decision-making, this line of inquiry focused on a curriculum-based approach to increasing our understanding of how the instructional efforts of our candidates affect the learning gains of the K-12 students they teach. Designed to conform to the fundamental principles of evidence-based practice, candidate and program level data for 109 student teachers between 2013 and 2017 were analyzed. Results indicate that variation in K-12 students’ learning gains can likely be attributed to the instructional efforts of our special education teacher preparation program (TPP) completers. Limitations, implications, and directions for future inquiry across policy, practice, and scholarship are discussed.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004989, http://purl.flvc.org/fau/fd/FA00004979
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Special education teachers--Training of., Teaching & Instruction., Special education.
Format: Document (PDF)

Title: A few of us (algunos de nosotros): a multiple case study using critical race theory to examine lived experiences of Latino/a senior student affairs officers at selected public and private two- and four-year colleges and universities.
Creator: Mena, Terry, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to examine the voices of Latino/a Senior Student Affairs Officers (SSAOs) in terms of described challenges in becoming a SSAO and how the intersection of race influences their lived experiences as SSAOs at selected public and private two- and four-year colleges and universities in the U.S. Latino/a SSAOs are dramatically underrepresented in American colleges and universities. The lived experiences of this unique group have been ignored in existing empirical...
Show moreThe purpose of this study was to examine the voices of Latino/a Senior Student Affairs Officers (SSAOs) in terms of described challenges in becoming a SSAO and how the intersection of race influences their lived experiences as SSAOs at selected public and private two- and four-year colleges and universities in the U.S. Latino/a SSAOs are dramatically underrepresented in American colleges and universities. The lived experiences of this unique group have been ignored in existing empirical literature. A particular focus of this research was to gain a better understanding of how Latino/a SSAOs experience and respond to what they perceive as racism, if any, and/or other forms of discrimination during this experience. The theoretical lens used in this research study was Critical Race Theory (CRT).
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004392, http://purl.flvc.org/fau/fd/FA00004392
Subject Headings: College student development programs -- Case studies, Minority college administrators -- Case studies, Racism in higher education -- Case studies, Student affairs administrators -- Case studies, Student affairs services -- Case studies
Format: Document (PDF)

Title: A Meta-analysis of School Counselor-led Interventions on Social-emotional Skills and Competence for Middle and High School Students.
Creator: Owens, Anna Katharine, Villares, Elizabeth, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: This meta-analysis investigated the practical significance of school counselor-led social emotional learning (SEL) interventions on outcomes for students in Grades 6–12. The sample includes 28 studies involving 3,794 middle and high school students. The treatment group was comprised of a total of 2,032 students, who received interventions led by a certified school counselor. The control/comparison groups were derived from a sample of 1,762 middle and high school students who did not receive...
Show moreThis meta-analysis investigated the practical significance of school counselor-led social emotional learning (SEL) interventions on outcomes for students in Grades 6–12. The sample includes 28 studies involving 3,794 middle and high school students. The treatment group was comprised of a total of 2,032 students, who received interventions led by a certified school counselor. The control/comparison groups were derived from a sample of 1,762 middle and high school students who did not receive the school counselor-led intervention. The meta-analysis included a diverse sample of students, with ethnicity reported as 589 (15.52%) African American, 52 (1.37%) Asian, 1,162 (30.63%) Hispanic, 1,267 (33.39%) Caucasian, 11 (0.28%) Native American, 21 (0.55%) Pacific Islander, and 177 (4.66%) Multi-racial/Other. Of the studies included in the meta-analysis, the ethnicities of 412 (18.86%) students were not reported. A total of 12 studies were conducted at the middle school level, 10 at the high school level, and 6 studies reported a mixed setting of Grades 6–12. The sample included almost equal representation of 1,883 (49.63%) males and 1,847 (48.68%) females, and the genders of 69 (1.82%) students were not reported. The overall unweighted Cohen’s d effect size (ES) of the school counselor-led interventions was .312 (95% CI [.173, .452]). The ES for overall cognitive outcomes (d = 0.380) was slightly larger than for overall effective role functions outcomes (d =0.377) and affective outcomes (d = 0.356). The smallest ES reported for overall variables was for behavioral outcomes (d = 0.228). The largest ES for a specific student outcome measure was found for standardized achievement test scores (d = 0.612) (Vernez & Zimmer, 2007). Moderator analyses were conducted and are explored in the results and discussion. The results address the current gap in school counseling outcome research by broadening future research directions for comprehensive school counseling programs (CSCP) to incorporate SEL initiatives aimed for middle and high school students.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013138
Subject Headings: Counseling in middle school education, Educational counseling--Research, Counseling in secondary education, Meta-analysis, Social emotional learning
Format: Document (PDF)

Title: A MINDFULNESS MEDITATION INTERVENTION TO DECREASE STRESS, ANXIETY, AND DEPRESSION AMONG MEDICAL AND PREMEDICAL STUDENTS.
Creator: Smith, Bridget Statler, Bloom, Jennifer, DeDonno, Michael, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: The challenges inherent in pursuing a medical education can leave many students at risk of experiencing stress and burnout. Premedical and medical students have been found to experience high levels of stress, anxiety, and depression (Fang et al., 2010; Niemi & Vainiomaki, 2006; Vitaliano, Russo, Carr, & Heerwagen, 1984). The sources of stress for premedical and medical students include academic obligations, the financial burden of paying for medical school, and family relationships. If...
Show moreThe challenges inherent in pursuing a medical education can leave many students at risk of experiencing stress and burnout. Premedical and medical students have been found to experience high levels of stress, anxiety, and depression (Fang et al., 2010; Niemi & Vainiomaki, 2006; Vitaliano, Russo, Carr, & Heerwagen, 1984). The sources of stress for premedical and medical students include academic obligations, the financial burden of paying for medical school, and family relationships. If excessive stress is left untreated it can result in negative health risks such as depression, anxiety, suicide ideation, and other physiological distress disorders. There are proven ways to reduce the stress levels of students, including eating well, exercise, and peer support. Mindfulness meditation is also known to be a useful method for lowering perceived stress and improve academic performance. This study investigated how participation in a 7-week mindfulness meditation intervention impacts the perceived stress, depression, and anxiety levels of premedical and medical students. Self-regulation theory (Fiske & Taylor, 1991; McClelland et al., 2018) was used as the theoretical framework for this study to indirectly discover if mindfulness meditation is a practice that can improve students’ ability to calm themselves when facing high stress situations and to focus their thoughts on a goal.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013415
Subject Headings: Medical students, Stress & Anxiety, Depression, Mindfulness--methods, Meditation
Format: Document (PDF)

Title: A Model for Improving Teacher Engagement Through Administrative Support.
Creator: Campbell, James C., Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: School leaders in the elementary and secondary levels are continually in search of ways to raise student achievement. It is acknowledged that a quality teacher is the most effective means to ensure student success. However, school leaders cannot stop at hiring quality teachers. They must take steps to provide support for those teachers so they will remain engaged in their jobs. This research study sought to examine how various supportive actions by school principals can affect teacher...
Show moreSchool leaders in the elementary and secondary levels are continually in search of ways to raise student achievement. It is acknowledged that a quality teacher is the most effective means to ensure student success. However, school leaders cannot stop at hiring quality teachers. They must take steps to provide support for those teachers so they will remain engaged in their jobs. This research study sought to examine how various supportive actions by school principals can affect teacher engagement. It addressed the research questions of “Can administrative support factors predict teacher engagement?” and “Can teacher engagement predict student achievement?” This was accomplished through a literature review of the topics associated with teacher engagement as well as a quantitative analysis of responses solicited from high school teachers in a large urban school district in the Southeastern United States. The results indicate that administrative support factors can predict teacher engagement as the model predicted that a significant amount (54%) of the variance in teacher engagement was due to the predictor variables. It was found that the social events factor significantly predicted teacher engagement (b=.419) with the next highest weight being the assessment factor (b=.246). However, the study did not show a predictive relationship between teacher engagement and student achievement.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004887, http://purl.flvc.org/fau/fd/FA00004887
Subject Headings: Teachers--In-service training., Teachers--Quality of., School improvement programs., Educational leadership., Teacher-principal relationships., School management and organization., School principals--Professional ethics., Mentoring in education.
Format: Document (PDF)

Title: A new look at distributive leadership in title I and non-title I schools: does distributive leadership impact student achievement and school culture?.
Creator: Givens, Keietta Latraill, Mountford, Meredith L., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this quantitative study was to determine if there is a difference in how leadership is distributed in Title I and Non-Title I schools and to examine the relationship between distributive leadership and student achievement in Title I and Non- Title I schools. Additionally, the study investigated the relationship between distributive leadership and school culture in Title I and Non-Title I schools. Finally, this study determined if the relationship between distributed leadership,...
Show moreThe purpose of this quantitative study was to determine if there is a difference in how leadership is distributed in Title I and Non-Title I schools and to examine the relationship between distributive leadership and student achievement in Title I and Non- Title I schools. Additionally, the study investigated the relationship between distributive leadership and school culture in Title I and Non-Title I schools. Finally, this study determined if the relationship between distributed leadership, school culture, and student achievement is moderated by Title I status. This study was significant in the realm of education as it explored distributive leadership, its working definition, and possible relationship to increased student achievement and positive school culture. A quantitative method, including three statistical analyses, was implemented to answer each of the five proposed research questions and five corresponding null hypotheses. A bivariate correlation analysis revealed there was not a relationship between distributive leadership and school culture; distributive leadership and student achievement in a middle school setting. Further, a moderation analysis determined that distributive leadership and school culture, distributive leadership and student achievement were not moderated by Title I status. Additionally, a t-test showed there was not a difference in how leadership was distributed within Title I and Non-Title I schools. A discussion of the findings, conclusions, and recommendations for K-12 were explained in detail, followed by suggestions for future research.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004022
Subject Headings: Academic achievement, Distributive leadership, Educational accountability, Educational leadership, School management and organization
Format: Document (PDF)

Title: A Phenomenological Exploration of Familial Entrepreneurship as an Employment Option for Individuals with Developmental Disabilities.
Creator: Percival, Jennifer Pollack, Bryan, Valerie C., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Individuals with developmental disabilities, especially those with high support needs, are less likely to obtain competitive employment through traditional means than their neurotypical peers. This qualitative phenomenological study explored the lived experience of seven familial entrepreneurs who responded to the lack of opportunities for their loved ones by creating a business to provide them a job. Findings from this study revealed that familial entrepreneurship is a hybrid-type of...
Show moreIndividuals with developmental disabilities, especially those with high support needs, are less likely to obtain competitive employment through traditional means than their neurotypical peers. This qualitative phenomenological study explored the lived experience of seven familial entrepreneurs who responded to the lack of opportunities for their loved ones by creating a business to provide them a job. Findings from this study revealed that familial entrepreneurship is a hybrid-type of employment that has similar characteristics to traditional pathways of employment, but is distinct. It offers a post-secondary option in an environment where individuals with developmental disabilities can develop work skills, have social relationships, interact with members of the community, and in some situations, earn income. The businesses also provide training programs, settings for evaluations and assessments, and become vendors of government-supported employment programs, expanding their impact from the person they are designed to support, to the broader community. Employees and participants at the businesses experience an improvement in quality of life, access to a supportive community, and belonging. For the familial entrepreneurs, the study found that they encounter an immense learning curve in the areas of industry knowledge; business practice; supervising, employing and training individuals with developmental disabilities; and how to gather resources and support. This study also revealed that more clarity is needed to determine if this pathway can provide long-term sustainable employment outcomes.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013252
Subject Headings: Developmentally disabled--Employment, Phenomenology--Research, Family business
Format: Document (PDF)

Title: A PRINCIPAL’S PERSPECTIVE: INSTRUCTIONAL LEADERSHIP IN THE 21ST CENTURY.
Creator: Tracy, Maria Calzadilla, Shockley, Robert, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: Ever since No Child Left Behind in 2001 to the present, school accountability reform initiatives have concentrated on raising achievement. Critical to figuring out the relationship between instructional practice and student achievement is forming an awareness of the relationship from the perspective of school leaders—both principals and teachers—charged with improving student achievement. The study, a quantitative quasiexperimental design using the School Survey of Practices Associated with...
Show moreEver since No Child Left Behind in 2001 to the present, school accountability reform initiatives have concentrated on raising achievement. Critical to figuring out the relationship between instructional practice and student achievement is forming an awareness of the relationship from the perspective of school leaders—both principals and teachers—charged with improving student achievement. The study, a quantitative quasiexperimental design using the School Survey of Practices Associated with High Performance, representing instructional practices associated with improving student performance, collected survey data via social media from teachers, principals and other school leaders in Florida public schools. The SSPAHP grouped instructional practices into five domains: effective leadership, curriculum, professional development, school culture, and ongoing use of data for school improvement, which served as the predictor variables. Achievement data from the Florida Standards Assessment for the schools mentioned by participants in the survey functioned as the criterion variable. While 130 surveys were collected, only 84 of the responses reflected schools that took part in the FSA and met the criteria for data analysis.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013532
Subject Headings: Student achievement, Academic achievement, Instruction, Principals and teachers, Educational leadership
Format: Document (PDF)

Title: A private school leadership perspective on highly qualified middle school science teachers.
Creator: Bogaski, Carolyn Siniscalchi, Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to determine how Florida (FL) private, middle school (MS) leaders define highly qualified (HQ) MS science teachers, and how congruent their definitions are. The study also determines how congruent these leaders’ definitions are with FL, national, and National Science Teachers Association (NSTA) definitions. Lastly, the study determines the major challenges these private MS leaders have in hiring MS science teachers who meet the NSTA definition of HQ.
Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004349, http://purl.flvc.org/fau/fd/FA00004349
Subject Headings: Comparative education, Educational leadership, School management and organization, Science -- Study and teaching (Middle school)
Format: Document (PDF)

Title: A Qualitative Examination of Strategic Planning and Process Improvement in Public Universities: Dynamics of the Relationship to State Funding, Competition, and Undergraduate Degree Completion.
Creator: Ford, Stanford E., Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Public Higher Education Institutions (HEIs) are facing many challenges including state funding, competition, and maintaining the best possible graduation rate. This study: (1) examined the strategic plans and strategic planning processes to explore how, and to what extent, these tool are being used to address these challenges; and (2) explored the extent to which continuous process improvement is included in strategic planning efforts. A qualitative research design employing a grounded theory...
Show morePublic Higher Education Institutions (HEIs) are facing many challenges including state funding, competition, and maintaining the best possible graduation rate. This study: (1) examined the strategic plans and strategic planning processes to explore how, and to what extent, these tool are being used to address these challenges; and (2) explored the extent to which continuous process improvement is included in strategic planning efforts. A qualitative research design employing a grounded theory approach was used in this study. The researcher reviewed the perceptions of the participants at each of four selected public institutions regarding strategic planning processes, including their beliefs with regard to process improvement as a component of the strategic planning process. Perceived facilitators and detractors of strategic planning and its implementation were also examined. Finally, the researcher sought to design an improved model for strategic planning in higher education that takes continuous process improvement into consideration as a basic component of the approach to planning. The dominant theme that emerged from the data analysis concerned state funding, as performance-based funding offers an opportunity to acquire additional funds. Graduation rate was identified as a core component of student success. Competition from emerging sectors was not a specific topic of discussion during the strategic planning processes. Forty-one percent of participants indicated that some form of process improvement structure exists at their institution, often related to accreditation reviews and was outside of the strategic planning process. 53% of the responses to the question, “What do you believe would be the impact of having process improvement as an integral component in the strategic planning process?” replied that it would be good or beneficial if it were carried out in a meaningful manner. Twenty-nine percent of the 53% stated that process improvement efforts are often performed for it’s own sake, and that including process improvement in the strategic planning process should be done in a manner that adds value to the strategic planning process and the institution. Through the analysis of the approaches to strategic planning examined in this study, the researcher offers a new strategic planning model for HEIs grounded in the findings.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00005993
Subject Headings: Public universities and colleges, Strategic planning, Higher education and state, Education, Higher--Planning
Format: Document (PDF)

Title: A Qualitative Exploratory Single Case Study of Faculty of a College of Business: Attitudes, Perceptions, and Concerns Related to Distance Learning.
Creator: Taylor, Stephanie D., Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: With the ever-evolving advancements in technology, public not-for profit higher educational institutions have experienced a significant increase in the demand for distance learning. As a result, with the changing needs of students and institutions’ ambition to remain competitive and relevant in the industry of higher education, public not-for profit higher education institutions are continuously thriving to ensure that they are offering the best quality of education that can be provided for...
Show moreWith the ever-evolving advancements in technology, public not-for profit higher educational institutions have experienced a significant increase in the demand for distance learning. As a result, with the changing needs of students and institutions’ ambition to remain competitive and relevant in the industry of higher education, public not-for profit higher education institutions are continuously thriving to ensure that they are offering the best quality of education that can be provided for purposes of distance learning. When considering faculty, faculty play a significant role in making certain that the quality of education is maintained and reflected throughout curriculums and programs despite the instructional method selected. Therefore, understanding their thoughts and perceptions of distance learning is paramount to uncover areas for improvement since they are the ones that experience the impact of distance learning first hand. Therefore, the results of this qualitative case study of a college within a major four-year public not-for profit higher education institution were used to determine the attitudes, perceptions, and concerns of faculty members who teach in a distance learning environment. Uncovering and bringing clarification to underlying perspectives that faculty grapple with is imperative for institutions to improve organizationally. As a result, removing obstacles that can hinder change can assist institutions’ administration to discover innovative approaches that foster an atmosphere where distance learning can thrive and increase a greater embrace by faculty.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013268
Subject Headings: Distance learning, Distance education--Case studies, Universities and colleges--Faculty--Attitudes
Format: Document (PDF)

Title: A Quantitative Analysis of Green-Building Features Incorporated in LEED-Certified Campus Buildings.
Creator: Ramdin, Gianna, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Higher education is an idyllically positioned organization from which meaningful dissemination of knowledge and interdisciplinary research is capable of actuating practices that resource consumption. Paradoxically, the construction, maintenance, and operations of the built environment, including the built campus environment, have contributed to the decline of raw resources and degradation of environmental processes. An opportunity exists to bridge the knowledge gap between the design and...
Show moreHigher education is an idyllically positioned organization from which meaningful dissemination of knowledge and interdisciplinary research is capable of actuating practices that resource consumption. Paradoxically, the construction, maintenance, and operations of the built environment, including the built campus environment, have contributed to the decline of raw resources and degradation of environmental processes. An opportunity exists to bridge the knowledge gap between the design and construction phase and the operations and maintenance phase of the green certified building life cycle, while examining the parts that contributed to the green-certification of the whole building. The purpose of this research was to 1.) identify green-building features and determine their frequency of implementation in new capital (NC) LEED-certified, campus buildings to effectuate operations and maintenance cost savings, indoor wellbeing, and environmental stewardship, and 2.) determine the relationships of greenbuilding feature usage across building, institutional, and LEED characteristics. The study used archival data to document the green efforts of each building with the study’s sample of 195 buildings on the campus of 107 universities and colleges, in the United States, between 2007 and 2017. The study’s findings indicated that the public institutions earned the LEED certification more often than private institutions and the sample was void of two-year community colleges. The sample was restricted for green-building features that (a) reduce economic cost, (b) improve indoor wellbeing, and (c) increase environmental stewardship. The results and implications are discussed.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00005930
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Sustainable buildings., Education, Higher., Leadership in Energy and Environmental Design Green Building Rating System., Quantitative research.
Format: Document (PDF)

Title: A Quantitative Longitudinal Study Using Astin’s I-E-O Model to Predict College STEM Versus Non-STEM Major Choice Among Women.
Creator: Berchiolli, Patricia, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This quantitative longitudinal study sought to highlight the difference between the proportion of men and women who planned to pursue a STEM major in the fields of mathematics, natural sciences, engineering, and computer and information sciences as freshmen, as well as to determine the proportion of men and women who changed their major choice by their senior year. In addition, the researcher sought to identify women students’ unique background characteristics and college experiences that...
Show moreThis quantitative longitudinal study sought to highlight the difference between the proportion of men and women who planned to pursue a STEM major in the fields of mathematics, natural sciences, engineering, and computer and information sciences as freshmen, as well as to determine the proportion of men and women who changed their major choice by their senior year. In addition, the researcher sought to identify women students’ unique background characteristics and college experiences that have taken place over the course of their undergraduate college career that may have predicted their declared major choice (STEM versus non-STEM) as seniors. A review of the literature, along with Astin’s Involvement Theory, encouraged the hypothesis that college experiences influence women’s college major choice: STEM versus non-STEM. Secondary data obtained from the Cooperative Institutional Research Program at the higher Education Research Institute was used. The sample was delimitated to include only full-time undergraduate students who were graduating in 2012 or 2013. Five research questions were addressed in this study. Astin’s (1993) Input-Environment-Outcome Model was used as a conceptual framework. Descriptive (frequencies and percentages) and inferential (chi-square test and discriminant analysis) statistics were used to analyze the data. The results found a statistically significant difference between the proportion of men and women who planned to pursue a STEM major as freshmen as well as the proportion of men and women who changed their major choice from STEM to non-STEM. Discriminant analysis was used to predict group membership of STEM versus non-STEM major choice among women. It was found that many variables had an impact on predicting STEM group membership among women: satisfaction with college math and science courses, high school GPA, SAT score, high self-ratings of problem-solving skills and mathematical ability, and participating in undergraduate research. There were also variables that had a greater ability of predicting non-STEM group membership. The findings from this study will hopefully inform policy and practice. Implications for policy, practice, and future research are included.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013186
Subject Headings: College majors, Women in STEM, Longitudinal research, Quantitative research
Format: Document (PDF)

Title: A study to compare the critical thinking dispositions between Chinese and American college students.
Creator: Dennett, Susan K., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this quantitative research study was to compare Chinese and American students’ inclined level of critical thinking using the California Critical Thinking Disposition Inventory (CCTDI) (Insight Assessment, 2013). The literature of Paul and Elder (1996, 2000, 2005, 2010), Facione and Facione (1992, 1996) and Brookfield (2005, 2010, 2013) and the conceptual framework in this study provided the foundation for the main research question of whether there are differences between...
Show moreThe purpose of this quantitative research study was to compare Chinese and American students’ inclined level of critical thinking using the California Critical Thinking Disposition Inventory (CCTDI) (Insight Assessment, 2013). The literature of Paul and Elder (1996, 2000, 2005, 2010), Facione and Facione (1992, 1996) and Brookfield (2005, 2010, 2013) and the conceptual framework in this study provided the foundation for the main research question of whether there are differences between Chinese and American students’ scores on the seven individual scales and their total score on the CCTDI. The Sample included 41 Chinese and 50 American undergraduate and graduate students at Florida Atlantic University, a regional research university located in southeast Florida. Independent t-tests concluded that there were no differences between the 41 Chinese students and the 50 American students regarding their critical thinking dispositions on each of seven scales on the CCTDI. A factorial analysis of variance measured moderator questions to determine whether there was a difference between Chinese and American students’ CCTDI scores based on student gender, discipline of study, undergraduate or graduate status, or enrollment as an undergraduate within the United States. There were significant differences between the critical thinking dispositions of Chinese and American undergraduate and graduate students when comparing the scale of open mindedness and gender. There were also significant differences for the scale of confidence in reasoning and discipline. For the remaining questions, there were no significant differences. A Pearson’s correlation determined that there was no relationship between the length of time students had been in the United States and their scores on the CCTDI. Educational implications include that when problem-solving skills are developed in the college setting, critical thinking can be cultivated to help prepare students for work in future employment settings. Social implications include the use of critical thinking when faced with decision making in adults’ lives, as well as in their daily work. This study may be the foundation for future studies. Finally, educators may find the CCTDI helpful in positioning students’ critical thinking dispositions prior to learning or training activities.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004100, http://purl.flvc.org/fau/fd/FA00004100
Subject Headings: Behaviorism (Psychology), Critical thinking, Learning, Psychology of, Reasoning (Psychology), Thought and thinking
Format: Document (PDF)

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